Auditory Reassembly Abilities of Black and White First- and Third-Grade Children

1973 ◽  
Vol 16 (2) ◽  
pp. 213-221 ◽  
Author(s):  
Daniel S. Beasley ◽  
Daun C. Beasley
Keyword(s):  
Inner City ◽  
School Children ◽  
Grade Level ◽  
First Graders ◽  
First Grade ◽  
Third Grade ◽  
Grade Group ◽  
White Children ◽  
Black And White ◽  
Better Than

The auditory reassembly ability of Black and white, inner-city school children was investigated as a function of grade level (first and third grade). The stimuli were temporally segmented CVC monosyllables. Both semantically meaningful and nonmeaningful monosyllables were used. Interphonemic intervals (IPI) of 100, 200, 300, and 400 msec were studied. Ten children from each race/grade group responded to 10 meaningful and 10 nonmeaningful CVCs at one of the four values of interphonemic interval. In all, 160 subjects were studied. The results indicated that third-grade children performed the auditory reassembly task significantly better than the first-grade children. Although there was no difference between Black and white children averaged across grade level, white first graders performed significantly better than Black first graders. All children, irrespective of race or grade level, performed better on the meaningful than nonmeaningful stimuli. Performance for the 100 msec interphonemic interval was significantly better than that for 200, 300, or 400 msec intervals.

scholarly journals The Function of Metaphor in Children's Recall of Expository Passages

1981 ◽  
Vol 13 (3) ◽  
pp. 249-261 ◽  
Author(s):  
P. David Pearson ◽  
Taffy E. Raphael ◽  
Norma Tepaske ◽  
Charles Hyser
Keyword(s):  
Grade Level ◽  
Sixth Grade ◽  
Third Grade ◽  
Target Structure ◽  
Better Than

In a series of three studies, the facultative effect of metaphors on children's recall of expository passages was evaluated. In Experiment 1, with sixth grade subjects and an unfamiliar passage, metaphor target structures were recalled better than their literal paraphrases. In Experiment II, using third grade subjects and a more familiar passage, there were no differences between metaphor and literal versions of passage in terms of the recall of target structures. In Experiment III, which was designed to eliminate the passage familiarity × grade level × experiment confounding, there was a significant passage familiarity by version (metaphor or literal) interaction. Metaphors facilitated target structure recall only for unfamiliar passages. These data were interpreted as supporting the view that metaphors can serve the function of bridging new and old information in unfamiliar textual settings.

Development of morphophonemic segments in children’s mental representations of words

1991 ◽  
Vol 12 (2) ◽  
pp. 217-239 ◽  
Author(s):  
Noel K. Jones
Keyword(s):  
Young Adults ◽  
Phonological Processing ◽  
First Graders ◽  
Mental Representations ◽  
First Grade ◽  
Grade Group ◽  
Linguistic Experience ◽  
Strength Of Evidence ◽  
Complex Words

ABSTRACTThis study explores the development in children of dual-level phonological processing. Evidence suggesting that 6-year-olds form underlying representations composed of morphophonemic segments was obtained by asking children to imitate complex words, omit specified portions, and discuss the meaning of the resulting word parts. Trial items represent a variety of instances in which phonetic forms differ from underlying representations. Although language-advanced first graders produced stronger evidence suggesting morphophonemic segments than language-delayed age-mates, and young adults supplied stronger evidence than either first-grade group; strength of evidence leads to the interpretation that even language-delayed 6-year-olds form morphophonemic segments. Differences in performance between groups probably derive from differences in metalinguistic abilities and linguistic experience rather than from differences in units of phonological processing.

scholarly journals Examining Physical Activity and Play Behavior Preferences between First Graders and Last Graders in Primary School Children in Tehran

2015 ◽  
Vol 12 (1) ◽  
pp. 17 ◽  
Author(s):  
Noura Marouf ◽  
Adi Irfan Che-Ani ◽  
Norngainy Mohd Tawil
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
First Graders ◽  
Age Groups ◽  
First Grade ◽  
Free Play ◽  
Play Behavior ◽  
Outdoor Environment ◽  
Primary School Children

<p>School grounds are critical places because they are some of the few play areas available for children to develop and transfer peer culture. Moreover, school playtime, which is often called “recess”, offers children daily opportunities for physical activity in the outdoor environment. During school years, age has always been presented in the studies on children as a fundamental component of their development. Children of different ages are interested in different play styles and have various play priorities. However, few studies have compared play patterns in children within age groups. This study explores play behaviors during recess in elementary school children overall, and secondly examines the differences in the play behavior of children, considering first graders who enter elementary school and the last graders. This study uses quantitative design and naturalistic observational approaches. An ethnogram recorded the observations of the play activities preferences of the children. The results of this study showed that girls spend the majority of their recess talking and socializing with peers generally. Older children, particularly those in grades fifth and sixth, spend more time socializing than other age groups. Children in the first grade spent much time in active free play, such as chasing and running, during recess and tend use their playtime as an opportunity to perform a physical activity; therefore the significance of combining recess and provisions for physical activity to reach health goals becomes clearer. These findings are interesting considerations for further research; such information could help to develop appropriate interventions to improve the recess.</p>

Phonological analysis as a function of age and exposure to reading instruction

1991 ◽  
Vol 12 (1) ◽  
pp. 91-121 ◽  
Author(s):  
Judith A. Bowey ◽  
J. Francis
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Early Reading ◽  
First Grade ◽  
Kindergarten Children ◽  
Grade Group ◽  
Explained Variation ◽  
Grade Groups ◽  
Better Than ◽  
Equal Difficulty

ABSTRACTThis study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.

Disfluency Behavior of Elementary School Stutterers and Non-Stutterers: The Adaptation Effect

1968 ◽  
Vol 11 (3) ◽  
pp. 622-630 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Sixth Grade ◽  
First Grade ◽  
Adaptation Effect ◽  
Speaking Task

A group of 184 elementary school children, 92 stutterers and 92 matched nonstutterers, performed a speaking task three times consecutively. Kindergarten and first grade children repeated a series of sentences, and the second through sixth grade children read a passage. Both the stutterers and the nonstutterers exhibited the adaptation effect. Both adapted proportionally to approximately the same degree. There was no tendency in either group for the degree of adaptation to vary as a function of grade level. Whether or not a child exhibited the adaptation effect appeared to be more closely related to how disfluent he was on his first performance of the task than to whether he had been labeled as a stutterer or a nonstutterer. Our results indictate that adaptation is not unique to stutterers, but is to be found also in normal speakers. Several implications are discussed.

Auditory Discrimination in Conditions of Noise and Quiet by Black and White Disadvantaged Children

1975 ◽  
Vol 41 (1) ◽  
pp. 35-40
Author(s):  
C. Milton Blue ◽  
Glenn A. Vergason
Keyword(s):  
Economic Status ◽  
Black Children ◽  
Auditory Discrimination ◽  
Third Graders ◽  
Third Grade ◽  
White Children ◽  
Black And White ◽  
Disadvantaged Children ◽  
Socio Economic Status

The auditory discrimination of first and third grade children of low socio-economic status was investigated. 17 black and 17 white children were randomly selected from the two grades. The condition for listening was varied, i.e., discrimination in condition of quiet and discrimination in condition of noise, through the use of the Goldman-Fristoe-Woodcock Test of Auditory Discrimination. White third graders were superior performers. The expectation, from the literature, that the auditory discrimination of children from low socio-economic levels would be depressed in conditions of noise was not supported. In fact, black children performed in an inferior manner in conditions of quiet.

Phoneme awareness is not a prerequisite for learning to read

2006 ◽  
Vol 9 (1) ◽  
pp. 115-133 ◽  
Author(s):  
Catherine G. Penney ◽  
James R. Drover ◽  
Carrie Dyck ◽  
Amanda Squires
Keyword(s):  
Grade Level ◽  
Response Times ◽  
Phoneme Awareness ◽  
Third Grade ◽  
Recognition Method ◽  
Reading Problem ◽  
Good Readers ◽  
Decoding Skills ◽  
Learning To Read ◽  
Better Than

Three lines of evidence suggest that phoneme awareness (as measured by phoneme deletion) is not a prerequisite for learning to read and spell. 1. A boy with a serious reading problem could provide letters to represent onsets and codas better than he could delete onsets and codas. 2. A contingent analysis of reading and spelling achievement and deletion of onsets or codas or deletion of one phoneme from a complex onset was undertaken in a sample of poor readers. Onset and coda deletion developed before the students’ decoding skills reached a third-grade level, but deletion of a phoneme from an onset developed along with reading achievement. 3. When phoneme deletion was tested by a recognition method, good eighth-grade readers erroneously accepted items with the entire onset deleted as being correct responses, and had longer response times on these items. Onset and coda deletion develop after onsets and codas are represented alphabetically and before children read at about a third-grade level. However deletion of one phoneme from an onset cluster develops slowly as literacy develops and is a difficult task even for good readers.

One Point of View: Mathematics for the Young Child—Not Arithmetic

1988 ◽  
Vol 35 (6) ◽  
pp. 4
Author(s):  
Donna M. Wolfinger
Keyword(s):  
Young Child ◽  
Young Children ◽  
First Graders ◽  
First Grade ◽  
Point Of View ◽  
Third Grade ◽  
The World ◽  
Mathematics Program ◽  
Paper And Pencil ◽  
Standardized Curriculum

For young cnildren, those in pre-school through first grade, the world is a stage complete with props and scenery, a world to be manipulated and discovered. But because of the emphasis on standardized curriculum and testing, this discovery through manipulation has been seriously curtailed in many mathematics programs for young children. Instruction is focusing on correct answers to computational problems. First graders are frequently taught material once covered in the second or third grade, and they learn through paper-and-pencil exercises and memorization that are too abstract for them. Young children are being presented with a mathematics program in which the computations of arithmetic are excluding the conceptualization of mathematics.

Responses of First-Grade Children to Concepts about Printed Material before and after Shared Reading Experiences

1992 ◽  
Vol 75 (3) ◽  
pp. 840-842
Author(s):  
Daisy Chandler ◽  
Jerry Aldridge
Keyword(s):  
African American ◽  
Experimental Design ◽  
Inner City ◽  
Treatment Time ◽  
First Graders ◽  
First Grade ◽  
Shared Reading ◽  
Random Assignment ◽  
Before And After ◽  
Larger Sample

A study was conducted to investigate the effects of shared reading experiences using books with predictable content to assess 24 inner-city African-American first-graders' concepts about printed material. The 8-week treatment using a two-group pre- and posttest experimental design with random assignment showed no significant differences between groups. A larger sample and longer treatment time are recommended for replicating this study.

The Ability of Listeners to Report Oral Responses of Black and White Children

1979 ◽  
Vol 10 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Kathryn Clark Gerken ◽  
John W. Deichmann
Keyword(s):  
College Students ◽  
Significant Interaction ◽  
Nonstandard Analysis ◽  
First Grade ◽  
Intelligence Scale ◽  
White Children ◽  
Black And White ◽  
Oral Responses ◽  
Main Effect ◽  
White College

A group of 20 black and 20 white college students viewed videotapes of eight first-grade boys and recorded in writing the boys' responses to 10 vocabulary items from the Wechsler Intelligence Scale for Children (WISC). The eight boys represented four dialect groups: black standard, black nonstandard, white standard, and white nonstandard. Analysis of the data revealed significant interactions between race and dialect of child relative to (1) a listener’s ability to report in writing a child’s verbatim responses without producing a change in the WISC scoring of the responses, and (2) a listener’s ability to restate in writing a child’s responses without producing a change in the scoring of the responses. Further, both dialect and race of child were found to be significantly related to (3) the total number of errors the listener makes in writing the child’s responses. The race of the listener as a main effect was not found to be significantly related to (1), (2), or (3). However, significant interaction did occur between race of listener and race of child, as well as among race of listener, race of child, and dialect of child relative to (3), the total number of errors the listener makes in writing the child’s responses.

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