Boosting Preschool Students Reading Skills: The Validity of the I-SaBoBa Module

Abstract

This research evaluates the content and face validity of the I- Module, which was developed specifically for preschool students in Tamil National-Type Schools (SJKT). Utilising the ADDIE Model for its design, the module underwent assessment by nine experts in the fields of early childhood education, the Malay language, and digital education. A survey method was employed to gather data on various dimensions of the module, including content appropriateness, effectiveness, and feasibility within the preschool educational context. The findings reveal a high level of content validity (98.22%) and face validity (98.16%), indicating the module’s potential as a supportive and engaging tool for teaching and facilitation (TnF) at the preschool level. The I-SaBoBa Module integrates learning, play, and reading (LPR) to enhance proficiency in reading skills, thereby rendering the learning process more engaging and stimulating cognitive and social development. The incorporation of play activities within this module enables early learnerso learn in a dynamic environment, thus promoting their cognitive and social growth. Overall, the high content suitability of the I-SaBoBa Module ensures its relevance as a guide for enhancing the mastery of reading skills among SJKT preschool students. This research advocates for the implementation of this module in the teaching and facilitation (TnF) of SJKT preschools and other preschools as an innovative strategy for fostering reading skills among preschool students.