The Effectiveness of an Explicit Instruction Writing Program for Second Graders

2012 ◽  
Vol 21 (2) ◽  
pp. 163-174 ◽  
Author(s):  
Tameron M. Hough ◽  
Michael D. Hixson ◽  
Dawn Decker ◽  
Sharon Bradley-Johnson
Keyword(s):  
Explicit Instruction ◽  
Second Graders ◽  
Writing Program

A combined music and writing program helps second graders learn to spell

2020 ◽  
Vol 38 (4) ◽  
pp. 513-524
Author(s):  
Véronique Gaboury ◽  
Natalie Lavoie ◽  
Andrée Lessard
Keyword(s):  
Elementary School ◽  
Second Graders ◽  
French Language ◽  
Control Group ◽  
Test Results ◽  
Writing Program ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This quasi-experimental study aimed to assess the effects of a music and writing program on lexical spelling in Grade 2 elementary school students. A music and writing program was developed and tested in an experimental group ( n = 24) comprising a Grade 2 class in a French-language elementary school in Québec (Canada). Another Grade 2 class at the same school served as a control group ( n = 23). Both groups were assessed for lexical spelling in January and May. Group comparison of the post-test results on performance and progress in lexical spelling showed significantly better scores for the experimental over the control group.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

Internalizing Behavior During the Transition from Childhood to Adolescence

2010 ◽  
Vol 26 (3) ◽  
pp. 187-193 ◽  
Author(s):  
Marc Vierhaus ◽  
Arnold Lohaus ◽  
Indra Shah
Keyword(s):  
Research Design ◽  
Internalizing Symptoms ◽  
Fourth Graders ◽  
Cross Sectional Study ◽  
Second Graders ◽  
Internalizing Behavior ◽  
Longitudinal Assessment ◽  
Sectional Study ◽  
Cross Sectional ◽  
The One

This investigation focuses on the question whether assessments of the development of internalizing behavior from childhood to adolescence are affected by the kind of research design (longitudinal versus cross-sectional). Two longitudinal samples of 432 second-graders and 366 fourth graders participated in a longitudinal study with subsequent measurements taken 1, 2, and 3 years later. A third sample consisting of 849 children covering the same range of grades participated in a cross-sectional study. The results show that the development of internalizing symptoms in girls – but not in boys – varies systematically with the research design. In girls, there is a decrease of internalizing symptoms (especially between the first two timepoints) in the longitudinal assessment, which may reflect, for example, the influence of strain during the first testing situation. Both longitudinal trajectories converge to a common trajectory from grade 2 to grade 7 when controlling for this “novelty-distress effect.” Moreover, when we control this effect, the slight but significant decrease characterizing the common trajectory becomes similar to the one obtained in the cross-sectional study. Therefore, trajectories based on longitudinal assessments may suggest more changes with regard to internalizing symptoms over time than actually take place, while trajectories based on cross-sectional data may be characterized by an increased level of internalizing symptoms. Theoretical and practical implications of these results are discussed.

A Computerized Prescription Writing Program for Doctors

1985 ◽  
Vol 24 (02) ◽  
pp. 101-105
Author(s):  
C. S. Brown ◽  
S. I. Allen ◽  
D. C. Songco
Keyword(s):  
Medical Record ◽  
Drug Prescriptions ◽  
Computer Assisted ◽  
Writing Program ◽  
Typing Skill ◽  
Drug Products ◽  
Default Options ◽  
Almost All ◽  
Prescription Writing ◽  
Drug Dosages

SummaryA computer-assisted system designed to write drug prescriptions and patient instructions has been in operation in a dermatologist’s office for two years. Almost all prescriptions are generated by the machine. Drug dosages, directions, and labeling phrases are retrieved from a diagnosis-oriented formulary of 300 drug products. A prescription template with preselected default options is displayed on a terminal screen where selection is made with the use of the video pointer. Typing skill is not required, as a detailed prescription can be produced from the use of only five function keys. Prescriptions and sets of relevant instructions for the patient are computer-printed. Therapy summaries for the medical record also are automatically composed and printed.

Penerepan Model Explicit Instruction Terhadap Keterampilan Menulis Teks Deskripsi Siswa SMP

2019 ◽  
Vol 1 (2) ◽  
pp. 102-110
Author(s):  
Refa Lina Tiawati ◽  
Suci Dwinitia
Keyword(s):  
Explicit Instruction ◽  
Purposive Sampling ◽  
Bahasa Indonesia

Pembelajaran bahasa Indonesia Kurikulum 2013 yang akan dipelajari oleh siswa SMP salah satunya yaitu teks deskripsi. Teks deskripsi adalah jenis teks memaparkan suatu objek, hal dan keadaan sehingga pembaca seolah-olah mendengar melihat, atau merasakan hal yang dipaparkan. Dalam menulis teks deskripsi harus memperhatikan struktur dan kaidah kebahasaan teks deskripsi yang telah ditetapkan, agar menghasilkan suatu teks deskripsi yang padu dan utuh. Di dalam menulis teks deskripsi peserta didik masih mengalami kesulitan dalam penulisan kaidah  kebahasaann yang masih kurang. Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan model Explicit Instruction terhadap keterampilan menulis teks deskripsi siswa SMP. Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan metode eksperimen. Desain penelitian ini adalah one group pretets-postest design penelitian ini dilakukan sebanyak dua kali sebelum diberikan perlakuan dan sesudah diberikan perlakuan. Teknik pengambilan sampel penelitian ini dengan teknik purposive sampling, Sampel dalam penelitian  ini adalah satu kelas. Data dalam penelitian ini adalah tes unjuk kerja hasil keterampilan menulis teks deskripsi sebelum dan sesudah menggunakan model pembelajaran Explicit Instruction terhadap keterampilan menulis teks deskripsi  siswa SMP. Hasil penelitiannya adalah ada pengaruh yang signifikan antara model pembelajaran dengan hasil keterampilan menulis teks berita sebelum dan sesudah menggunakan model Explicit Instruction terhadap Keterampilan Menulis Teks deskripsi Siswa SMP. Hal ini dibuktikan dengan hasil penelitian yang menunjukkan bahwa nilai thitung > ttabel (> 1,90), sehingga H0 ditolak dan H1 diterima. Hal itu berarti model pembelajaran explicit instruction efektif digunakan dalam keterampilan menulis teks deskripsi siswa SMP.

Additive Groups in a Non-Symbolic ‘Artificial Algebra’

2020 ◽  
Author(s):  
Randolph C Grace ◽  
Nicola J. Morton ◽  
Matt Grice ◽  
Kate Stuart ◽  
Simon Kemp
Keyword(s):  
Algebraic Group ◽  
Explicit Instruction ◽  
Strong Support ◽  
Line Length

Grace et al. (2018) developed an ‘artificial algebra’ task in which participants learn to make an analogue response based on a combination of non-symbolic magnitudes by feedback and without explicit instruction. Here we tested if participants could learn to add stimulus magnitudes in this task in accord with the properties of an algebraic group. Three pairs of experiments tested the group properties of commutativity (Experiments 1a-b), identity and inverse existence (Experiments 2a-b) and associativity (Experiments 3a-b), with both line length and brightness modalities. Transfer designs were used in which participants responded on trials with feedback based on sums of magnitudes and later were tested with novel stimulus configurations. In all experiments, correlations of average responses with magnitude sums were high on trials with feedback, r = .97 and .96 for Experiments 1a-b, r = .97 and .96 for Experiments 2a-b, and ranged between r = .97 and .99 for Experiment 3a and between r = .82 and .95 for Experiment 3b. Responding on transfer trials was accurate and provided strong support for commutativity, identity and inverse existence, and associativity with line length, and for commutativity and identity and inverse existence with brightness. Deviations from associativity in Experiment 3b suggested that participants were averaging rather than adding brightness magnitudes. Our results confirm that the artificial algebra task can be used to study implicit computation and suggest that representations of magnitudes may have a structure similar to an algebraic group.

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