First grade Elementary School Student's Family Involvement in the Process of Reading and Writing Skills Acquisition

This article aimed to find out the implementation of reading and writing grade 1 students at State Elementary School number 02 Rejang Lebong. The type of research conducted is quantitative research. Quantitative research is a way of finding knowledge that uses numeric form as a means of finding information regarding what you want to know. The research population of class 1 students was 28 people. The samples used in this study were purposive samples, namely certain consideration techniques. The sample of this study was class 1 students of Rejang Lebong 02 Elementary School, which consisted of 14 people, consisting of 9 women and 5 men. Data collection using questionnaires and tests. Tests are used written tests and oral tests. The results obtained by this study were conducted through a questionnaire which concluded that the reading and writing skills of first grade students were high and low. Between variables x and y there is a strong or high correlation. With regard to the magnitude of r_xy which is 0.763, it ranges from 0.70-0.90, so it can be concluded that the hypothesis (Ha) has no effect on reading and writing class 1 Rejang Lebong or hypothesis (Ha) accepted, while the hypothesis (Ho) of reading ability and write or hypothesis (Ho) rejected.

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KETERAMPILAN MEMBACA DAN MENULIS PERMULAAN MENGGUNAKAN MODEL VARK UNTUK SISWA SEKOLAH DASAR

JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR ◽

10.24036/jippsd.v2i1.100050 ◽

2018 ◽

Vol 2 (1) ◽

Author(s):

Chandra Chandra ◽

Mayarnimar Mayarnimar ◽

M Habibi

Keyword(s):

Elementary School ◽

Elementary School Teachers ◽

Writing Skills ◽

Beginning Reading ◽

Class I ◽

Skills Development ◽

Development Research ◽

School Teachers ◽

Reading And Writing ◽

Basic Competencies

The purpose of the development research is to produce a textbook on the development of Beginning Reading and Writing skills by using the VARK (Visual, Auditory, Read-Write, Kinesthetic) model in the practical grade I class. The development is based on the 4D (Define, Design, Develop, and Disseminate) models that emphasize the contextual user needs (teachers and learners), resulting in a draft of the Beginning Reading and Writing skills development package using the VARK model in class I elementary school , which contains the identification of competency standards and basic competencies, identification of indicators, identification of learning objectives. The results of the trial of practicality demonstrate that the textbook of Reading and Writing Beginnings by using VARK model in class I elementary school is practical and feasible to be used by grade 1 elementary school teachers. Keywords: Beginning Reading and Writing skills, VARK model, Elementary School

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Investigating elementary school pupils’ proficiency in mastering English vocabulary

Studies in English Language and Education ◽

10.24815/siele.v1i1.1116 ◽

2014 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Diana Achmad

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Language Learning ◽

Writing Skills ◽

Early Age ◽

Vocabulary Test ◽

Reading And Writing ◽

Local Content ◽

The Mean ◽

Banda Aceh

English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x) of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.

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Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

Revista da Associação Portuguesa de Linguística ◽

10.26334/2183-9077/rapln8ano2021a4 ◽

2021 ◽

pp. 40-53

Author(s):

Joana Batalha ◽

Maria Lobo ◽

Antónia Estrela ◽

Bruna Bragança

Keyword(s):

Phonological Awareness ◽

Early Literacy ◽

Word Reading ◽

Writing Skills ◽

First Grade ◽

Literacy Skills ◽

Early Years ◽

Second Grade ◽

Syntactic Awareness ◽

Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

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Computerization in Industry Causes Problems for People with Reading and Writing Difficulties (Dyslexia)

Scandinavian Journal of Social Medicine ◽

10.1177/140349488601400403 ◽

1986 ◽

Vol 14 (4) ◽

pp. 179-181

Author(s):

Anders Knutsson

Keyword(s):

Elementary School ◽

Case Studies ◽

Writing Skills ◽

Computer Programs ◽

Writing Difficulties ◽

Reading And Writing ◽

Monitor Screen ◽

Important Means ◽

Rapid Pace ◽

Manual Tasks

For 10 years computerization in industry has advanced at a rapid pace. A problem which has not received attention is that of people with reading and writing difficulties who experience severe problems when they have to communicate with a computer monitor screen. These individuals are often embarrassed by their difficulties and conceal them from their fellow workers. A number of case studies are described which show the form the problems can take. In one case, an employee was compelled to move from department to department as each was computerized in turn. Computers transform a large number of manual tasks in industry into jobs which call for reading and writing skills. Better education at elementary school and at the workplace in connection with computerization are the most important means of overcoming this problem. Moreover, computer programs could be written in a more human way.

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Investigation of Reading and Writing Strategies Used by Future Teachers: Do Good Readers Write Well?

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.10n.3p.89 ◽

2019 ◽

Vol 10 (3) ◽

pp. 89

Author(s):

Ersoy Topuzkanamış

Keyword(s):

Undergraduate Students ◽

Reading Strategies ◽

Writing Skills ◽

First Grade ◽

Strategy Training ◽

Writing Strategies ◽

Good Readers ◽

Reading And Writing ◽

Frequency Of Use ◽

Faculty Of Education

The number of studies regarding determining reading and writing strategies that students use and the effect of strategy training on skills development is quite abundant. However, no study has ever investigated whether there is a correlation between reading and writing strategies in terms of frequency of use. In spite of this, there have been several resources indicating that reading and writing skills are interrelated. Based on the assumption that this indication might possibly impact the use of strategies to some extent, current research aimed to determine the types of strategies used by first grade undergraduate students at a faculty of education together with their frequency of use and if there is a correlation between two scores. To conduct the research, 420 first-grade participants from various departments of Necatibey Faculty of Education, Balıkesir University were selected. As for the data collection, these students were administered a Reading Strategies Survey (RSS) developed by Karatay (2007) and a Writing Strategies Survey (WSS) developed by Ülper (2011). Related statistical analyses were conducted based on the data gathered from the scale, revealing that females used reading and writing strategies more often than males, and there was a moderate and positive correlation between the frequencies of the uses of writing and reading strategies. Apart from that, no difference was detected in terms of departments.

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Literacy Activity to Explore Students’ Habit in the Classroom

Al - Azkiya : Jurnal Ilmiah Pendidikan MI/SD ◽

10.32505/al-azkiya.v6i2.3013 ◽

2021 ◽

Vol 6 (2) ◽

pp. 120-131

Author(s):

Cut Intan Meutia

Keyword(s):

Elementary School Students ◽

Applied Research ◽

Writing Skills ◽

First Grade ◽

Fifth Grade ◽

Low Grade ◽

School Students ◽

Reading And Writing ◽

Grade One ◽

Literacy Activity

This study discussed the application of the basic school literacy activity. The purpose of this was to contribute to improving the reading and writing skills of elementary school students. In addition, it aimed to solve the difficulties faced by the school in implementing the school literacy movement. This applied research was conducted for fifteen minutes each day for a period of one month. As participants, there were low-grade students, namely grade one and high-class students which was grade five. The first-grade students numbered about thirty as well as the fifth grade. The research instrument used observation, documentation study and interviews. The results showed that schools have not been able to implement the school literacy movement based on existing provisions. This can be seen from a number of inadequate facilities and the readiness of the teachers as well the students who were difficult to involved in the activity.

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Teaching management to reading and writing in children of elementary school

International Journal of Educational Administration, Management, and Leadership ◽

10.51629/ijeamal.v2i1.17 ◽

2021 ◽

pp. 27-34

Author(s):

Mariela González-López

Keyword(s):

Elementary School ◽

Teaching Practice ◽

First Grade ◽

Student Body ◽

Teaching Management ◽

Reading And Writing ◽

Stage Of Development ◽

Study Programs ◽

Teaching Learning ◽

Didactic Strategies

It is a study that seeks to make a diagnosis to locate the teaching-learning of first grade students, through the analysis and management of anthropological files, teaching models for the development of reading and writing of first grade children from elementary school. Under the qualitative analytical and methodological methodology. With the aim of promoting a procedural methodology and file management for the design and application of a diagnosis for the teaching of literacy in elementary school, such as the development of basic communication skills, knowledge of the environment, teaching of reading, writing and math. The results are that management is obtained from the anthropological files of children in elemental school, preparation of diagnoses for each student body, n addition to the stage of development, didactic strategies based on the expected learning of the study programs and to take successfully accomplished literacy. It is concluded that the management of files for the development of ready and writing essential to strengthen teaching practice and success in teaching.

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PENINGKATAN KETERAMPILAN MEMBACA DAN MENULIS AKSARA JAWA MELALUI PAPAN AKSARA JAWA (PASAR JAWA) PADA SISWA KELAS IV SD N NGOTO

TRIHAYU: Jurnal Pendidikan Ke-SD-an ◽

10.30738/trihayu.v6i2.8051 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Pristiana Russita Sari ◽

C Indah Nartani

Keyword(s):

Elementary School ◽

Data Analysis ◽

Data Collection ◽

Writing Skills ◽

Student Interest ◽

Reading And Writing ◽

Student Activity ◽

Analysis Technique ◽

Fourth Grade Students ◽

Quantitative Descriptive

The Javanese script media board (Pasar Jawa) is an interactive Javanese script learning board where the board is used as a media for Javanese teacher training. The purpose of this study is to increase student activity, student interest, increased reading, and writing skills in the Javanese script. This research is a classroom action research (CAR) conducted at Ngoto Elementary School in Bantul Regency. The subjects in this study were fourth-grade students in semester 1 of 2019/2020, with a total of 28 students. Research made by the object of research is the ability to read and write Javanese script. The data analysis technique used in this research is a quantitative descriptive technique. Data collection techniques are using observation and tests. This research was carried out through the pre-cycle cycle, the first cycle, and the second cycle.

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Developing Interactive E-Book for Early Reading-Writing Stage at Class I Elementary School

PEDAGOGIA Jurnal Pendidikan ◽

10.21070/pedagogia.v11i1.1466 ◽

2021 ◽

Vol 11 (1) ◽

pp. 31-36

Author(s):

Desak Putu Anom Janawati ◽

Putu Beny Pradnyana ◽

N.W.S. Darmayanti

Keyword(s):

Elementary School ◽

Data Collection ◽

Writing Skills ◽

Early Reading ◽

Research Data ◽

Learning Activities ◽

Reading And Writing ◽

Validity Test ◽

Data Collection Technique ◽

Selection Of

The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively

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