Sex differences in first graders' literacy skills are mediated by parental input

2021 ◽  
Vol 76 ◽  
pp. 101318
Author(s):  
Marina Vasilyeva ◽  
Inna Antipkina ◽  
Meghan Coughlan ◽  
Elena Kardanova
Keyword(s):  
Sex Differences ◽  
First Graders ◽  
Literacy Skills ◽  
Parental Input

Reversing Irreversible Sentences: Semantic and Syntactic Factors

1974 ◽  
Vol 6 (1) ◽  
pp. 99-110 ◽  
Author(s):  
Barbara A. Hutson ◽  
James Powers
Keyword(s):  
Sex Differences ◽  
First Graders ◽  
Semantic Content ◽  
Syntactic Form ◽  
Semantic Component ◽  
The Difference ◽  
Main Effects ◽  
Interaction Probability

Active and passive sentences were presented with probable and improbable semantic content to 100 first graders and 100 kindergarteners. An “irreversible” sentence was considered probable and its reverse was considered improbable. In a design employing syntax, probability, grade, and sex as factors, probability and syntax were found significant both as main effects and in their interaction. Probability had little effect on the comprehension of active sentences, but strongly affected comprehension of passive sentences. First graders responded correctly more often than kindergarteners; the difference was greatest on improbable sentences, with improbable passive sentences the most difficult. Sex differences were not found. The greater difficulty in comprehending less familiar sentences when syntactic form is not supported by semantic content suggests that the semantic component of grammar may play an important role in the child's acquisition of syntactic comprehension.

scholarly journals Early EFL Instruction and L1 Literacy

2018 ◽  
Vol 20 (2) ◽  
pp. 170-184 ◽  
Author(s):  
Kristen M Lindahl ◽  
Peter Sayer
Keyword(s):  
Public Schools ◽  
First Graders ◽  
Literacy Skills ◽  
Control Group ◽  
Literacy Assessment ◽  
Biliteracy Development ◽  
Spanish Literacy ◽  
Early English ◽  
The Impact ◽  
Experimental Group

This study investigates the relationship between early English as a foreign language (EFL) learning and L1 literacy development in Mexican public schools. Researchers sought confirmatory findings about whether and in which ways early EFL exposure may affect students’ L1 literacy skills via a study evaluating the L1 Spanish literacy of 61 first graders using an adapted literacy assessment. Experimental group participants received EFL instruction during grades K-1, and those in the control group did not. A one-way independent samples comparison of means on the literacy assessment revealed that participants from the experimental group who had received EFL instruction scored significantly higher on all sections of the assessment than those participants in the control group. Results may inform programmatic decision-making about simultaneous or sequential approaches on the impact of early EFL on biliteracy development, with broader implications that examine who has access to early EFL instruction, and whether it will ultimately lead to higher L2 proficiency.

A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura

2019 ◽  
Vol 57 (5) ◽  
pp. 1995-2020
Author(s):  
Geoffrey D. Borman ◽  
Trisha H. Borman ◽  
So Jung Park ◽  
Scott Houghton
Keyword(s):  
Randomized Controlled Trial ◽  
First Graders ◽  
Controlled Trial ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Literacy Skills ◽  
Randomized Controlled ◽  
Literacy Outcomes ◽  
School Year ◽  
Descubriendo La Lectura

We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically significant effects of student-level assignment to DLL on all 9 outcomes evaluated. Impacts were as large as 1.24 standard deviations, or a learning advantage relative to controls exceeding a full school year of achievement growth. The mean effect size of d = 0.66 across the nine literacy measures is equal to approximately two thirds of the overall literacy growth that occurs across the first-grade year.

scholarly journals THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION

2020 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Mohammad Husam Mohammad Alhumsi
Keyword(s):  
Word Recognition ◽  
Phonemic Awareness ◽  
First Graders ◽  
Literacy Skills ◽  
Emergent Readers ◽  
Structured Interviews ◽  
Reading Success ◽  
Efl Students ◽  
The Impact ◽  
Positive Support

Research has considered phonemic awareness skill as effective pillar in acquiring literacy skills. This skill has been identified as prerequisite for reading success However, little is known about the phonemic awarenessinstruction of Jordanian EFL emergent readers. This study therefore explored the impact of phonemic awareness instruction on word recognition among Jordanian EFL emergent readers.In this study, the research instrument was semi-structured interviews. Seven EFL students of emergent readers were interviewed. They were all first graders aged 7 years on average. Data were analyzed using content analysis. The findings indicated that there is a lack of knowledge or misunderstanding between the term of phonics and phonemic awareness as well. It has been also found that emergent readers’ views show positive support towards the use of phonemic awareness skill. At the end of the study, some pedagogical implications for curriculum designers as well as English teachers were provided accordingly.

scholarly journals MON-LB112 Socioeconomic Status, Literacy, and Sex Differences in the Progression of Retinopathy in Patients With Type 2 Diabetes in Tokyo, Japan

2020 ◽  
Vol 4 (Supplement_1) ◽  
Author(s):  
Naoya Emoto ◽  
Akimi Soga ◽  
Izumi Fukuda ◽  
Kyoko Tanimura-Inagaki ◽  
Taro Harada ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Socioeconomic Status ◽  
Sex Differences ◽  
Glycemic Control ◽  
Diabetic Complications ◽  
Disease Duration ◽  
Literacy Skills ◽  
Biological Factor ◽  
Diabetic Patients

Abstract Socioeconomic status has profound effects on glycemic control and diabetic complications in patients with type 2 diabetes. Sex differences are one of the most important factors in socioeconomic status and may vary among countries or areas. The study aim was to determine if sex differences are associated with glycemic control and diabetic complications in Tokyo, Japan, one of the most educated countries in the world. This study initially enrolled 3307 patients treated from 2017 to 2019 at the medical school hospital located in Tokyo. All enrolled patients were asked to complete behavioral and socioeconomic surveys. A total of 276 type 2 diabetic patients (175 males, age 64.1 ± 0.88 y, disease duration 15.2 ± 0.78 y, mean ± SE y; 101 females, age 64.0 ± 1.1 y, disease duration 15.6 ± 1.01 y) agreed to participate in the study. The survey questionnaire has been previously reported in detail (Patient Preference and Adherence, 10:2151-2162, 2016). The questionnaire attempted to determine estimations of risk preference regarding things like lottery gambling and accident insurance. After reviewing the patients’ answers, however, it became clear that some were illogical, which suggested that these patients did not understand the context of the questions, the hypothetical economical situations, or even the instructions, probably because of lower literacy skills. Thus, we labeled these patients as the unreasonable (UR) group (n = 81), and the patients who provided appropriate answers, even if extremely risk averse or risk loving, were labeled as the reasonable (R) group (n = 195). The prevalence of UR answers generally increased with age (<50 y, 16%; 50-64 y, 10%; 65-74 y, 37%; ≥75 y, 64%) (p < 0.0001). After age adjustment, there was a significant correlation between the UR answers and educational attainment in both sexes. The prevalence of UR answers was significantly higher in females (38.6%) than in males (24%) (p < 0.01), which may be partly because the average number of educational years was lower for females than for males (males, 13.8 y; females, 12.9 y; p < 0.05), but both averages are very high among all countries. The prevalence of retinopathy was significantly higher in the UR than the R group in males (p < 0.05), but not in females. Job and economic status were not associated with prevalence of retinopathy. These results suggest that effects of literacy skills on progression of diabetic retinopathy may be sex dependent. Although the mechanism underlying this finding is unknown, sex may be an important biological factor beyond socioeconomic status in highly educated high-income countries.

Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units

2007 ◽  
Vol 28 (1) ◽  
pp. 69-94 ◽  
Author(s):  
YOUNG-SUK KIM
Keyword(s):  
First Graders ◽  
Literacy Skills ◽  
The Body ◽  
Syllable Type ◽  
Word Decoding ◽  
Korean Children ◽  
Unique Role ◽  
Language Data ◽  
Phonological Unit

This study examines a salient intrasyllabic phonological unit in Korean, the body-coda unit, its role in literacy skills in Korean, and a possible source of the salience of body-coda units in the spoken language. Data were collected from Korean-speaking, monolingual beginning readers (41 kindergarteners, 40 first graders). The results indicate that body-coda boundary (e.g.,ca-t) is more salient than onset–rime boundary (e.g.,c-at) for Korean children and show that children's body-coda awareness is an important predictor of word decoding and spelling in Korean. Furthermore, the analysis of phonological neighbors and frequency of syllable types suggests that a phonotactic feature in Korean, the frequency of consonant–verb syllable type, may be a possible source of the saliency of the body-coda intrasyllabic division for Korean children.

Developmental and Sex Differences in Performance on the Brief Conceptual Style Test

1975 ◽  
Vol 41 (2) ◽  
pp. 419-422
Author(s):  
Barbara Bledsoe Keller
Keyword(s):  
Sex Differences ◽  
School Children ◽  
Functional Relationship ◽  
First Graders ◽  
Visual Stimuli ◽  
Sixth Grade ◽  
Developmental Trend ◽  
Grade School ◽  
Relational Response

The brief (19-item) Conceptual Style Test was individually administered to 85 first, third, and sixth grade school children. Analytic and relational responses were tabulated. An analytic response is one in which visual stimuli are grouped on the basis of similarity of stimulus elements. A relational response is one in which the grouping of the stimuli is based on a functional relationship between the stimuli. The number of analytic responses produced increased with age. This is consistent with previous findings in which the 30-item Conceptual Style Test was used. Although no sex differences were found in conceptual style, the developmental trend for boys appeared to differ from that of the girls. One advantage of the 30-item test is that it appears to elicit a higher percentage of scorable analytic and relational responses in first graders than does the brief form.

Let's Read Together": A Balanced Computer Assisted Intervention Program and Its Effect on Comprehension amongst at Linguistic Risk Arab First Graders

2015 ◽  
Vol 5 (2) ◽  
pp. 626-645 ◽  
Author(s):  
Baha Makhoul ◽  
Elite Olshtain ◽  
Raphiq Ibrahim
Keyword(s):  
Intervention Program ◽  
Comparison Group ◽  
First Graders ◽  
Intervention Group ◽  
Arabic Language ◽  
Literacy Skills ◽  
Computer Assisted ◽  
Formal Schooling ◽  
Comprehension Skills ◽  
Arabic Speaking

The current study investigated the effectiveness of an early balanced computer-assisted intervention program in promoting comprehension skills among Arabic-speaking first graders from disadvantaged socio-economic background, when taking into account the interplay between risk factors impacting Arabic reading acquisition: Arabic language complexity, poor literacy skills and the cognitive and emotional challenges when commencing formal schooling. Forty at literacy-risk Arab first graders were randomly assigned to either the intervention or a comparison group, each including 20 children. A qualified tutor was assigned to each participants in the intervention group. To assess the childrens progress in the intervention group, measurements were carried across three different periods during the implementation of the program. In addition, comprehension assessments were administrated to both groups prior and after the program commencement and completion, respectively. The intervention group showed greater progress in comprehension skills and vocabulary when compared to the comparison group in all the measurements. The obtained results stress the necessity for early balanced intervention in order to close the gaps in comprehension skills among at-risk children.

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