Reading: Second Grade

1975 ◽

Vol 6 (3) ◽

pp. 119-124 ◽

Cited By ~ 3

Author(s):

Robert T. Wertz ◽

Michael D. Mead

Keyword(s):

Public School ◽

Cleft Palate ◽

Classroom Teacher ◽

First Grade ◽

Speech Disorders ◽

Third Grade ◽

Second Grade ◽

Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00167 ◽

2020 ◽

Vol 29 (4) ◽

pp. 2170-2188

Author(s):

Lindsey R. Squires ◽

Sara J. Ohlfest ◽

Kristen E. Santoro ◽

Jennifer L. Roberts

Keyword(s):

Test Validity ◽

Reaction Times ◽

Bilingual Children ◽

Second Grade ◽

High Quality Research ◽

Word Level ◽

Research Questions ◽

Word Characteristics ◽

Study Inclusion ◽

Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

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

Journal of Individual Differences ◽

10.1027/1614-0001/a000199 ◽

2016 ◽

Vol 37 (3) ◽

pp. 145-151 ◽

Cited By ~ 2

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.

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Effects of computer-assisted comprehension training in French less skilled comprehenders in second grade

PsycEXTRA Dataset ◽

10.1037/e512592013-443 ◽

2011 ◽

Author(s):

A. Potocki ◽

J. Ecalle ◽

A. Magnan

Keyword(s):

Second Grade ◽

Computer Assisted

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Visual Art Curriculum Standards: Second Grade

PsycEXTRA Dataset ◽

10.1037/e558042011-001 ◽

2013 ◽

Keyword(s):

Visual Art ◽

Second Grade ◽

Curriculum Standards ◽

Art Curriculum

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EFEKTIVITAS PEMBERIAN HYDROTHERAPI RENDAM KAKI PADA PENDERITA HIPERTENSI DI BANJAR SRI MANDALA, KELURAHAN DAUHWARU KABUPATEN JEMBRANA

JURNAL WIDYA BIOLOGI ◽

10.32795/widyabiologi.v10i01.235 ◽

2019 ◽

Vol 10 (01) ◽

pp. 33-44

Author(s):

N.L.G. Sudaryati ◽

I P. Sudiartawan ◽

Dwi Mertha Adnyana

Keyword(s):

Blood Pressure ◽

Systolic Blood Pressure ◽

Diastolic Blood Pressure ◽

Pressure Measurement ◽

Blood Pressure Measurement ◽

Reduce Blood Pressure ◽

Second Grade ◽

Control Group ◽

Hypertensive Patients ◽

First Category

The aim of the study was to determine the effectiveness of giving hydrotherapi foot soak in hypertensive patients. The study was conducted with one group pretestposttest design without a control group by measuring blood pressure (pretest) before being given an intervention in the form of foot soak hydrotherm against 15 people with hypertension in Banjar Sri Mandala, Dauhwaru Village, Jembrana Subregency. Then do the blood pressure measurement again (posttest) after finishing the intervention. After the study was completed, the results showed that before the hydrotherapi foot bath intervention, there were 0% of patients classified as normal, 13.32% in prehypertension category, 60.08% in hypertension category I and 26.60% in hypertension category II. After the intervention was given, there were 13.32% of the patients classified as normal, 66.68% in the prehypertension category, 20.00% in the first category of hypertension and no patients belonging to the second grade hypertension category. There is a decrease of 20-30 mmHg for systolic blood pressure and 0-10 mmHg for diastolic blood pressure after intervention. Based on the results of the study it can be concluded that the hydrotherapi foot bath is effectively used to reduce blood pressure in hypertensive patients in the Banjar Sri Mandala, Dauhwaru Village, Jembrana District.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS II SD NEGERI 025 TELUK BINJAI DUMAI TIMUR

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v2i3.5537 ◽

2018 ◽

Vol 2 (3) ◽

pp. 405

Author(s):

Heldaenni Heldaenni

Keyword(s):

Social Sciences ◽

Data Analysis ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Second Grade ◽

Student Activity ◽

Grade Ii

This research is motivated by the learning result of Social Sciences of second grade II students of primary school025 Teluk Binjai Dumai Timur which is still very low. This study aims to improve learning outcomes of SocialSciences students. From the data analysis there is an increase of both teacher activity, student activity, andstudent learning result, that is teacher activity at meeting 1 cycle I the percentage is 64% (enough) and atmeeting 2 increase to 76% (good). In the second cycle of meeting 3 increased again to 88% (very good) and at4th meeting increased to 96% (very good). Judging from the student activity also increased from the 1st cyclemeeting I was 62,5% (enough) and at the 2nd meeting increased to 70.83% (good). In cycle II the 3rd meetingincreased to 83,83% (good) and at the 4th meeting to 91.66% (very good). Judging from student learningoutcomes, the average base score of 60 increased to 70 in the first cycle of increase 10 points later in cycle IIincreased to 90 in cycle II large increase of 20 points. From the data analysis there is an increase both fromteacher activity, student activity, and student learning outcomes. It can be concluded that the advancement of themodel of cooperative learning type make a match can improve the learning result of Social Sciences of secondgrade students of SD Negeri 025 Teluk Binjai Dumai Timur.

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Primary education students' experience of the expressiveness of authentic modes in Gregorian chant

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje ◽

10.15516/cje.v22i0.3845 ◽

2020 ◽

Vol 22 ◽

Author(s):

Tihomir Prša ◽

Jelena Blašković

Keyword(s):

Primary Education ◽

Fourth Grade ◽

Second Grade ◽

Gregorian Chant ◽

Musical Structure ◽

Education Students ◽

School Year ◽

Second Grade Students ◽

Fourth Grade Students ◽

The Church

Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education

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