Elementary school children’s decisions about paragraph organization

2010 ◽  
Vol 13 (2) ◽  
pp. 260-273
Author(s):  
Amira Dávalos ◽  
Mónica Alvarado
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Expository Text ◽  
Written Discourse ◽  
Written Responses ◽  
Starting Point ◽  
The Way

The main purpose of the present paper is to explore children’s abilities to introduce punctuation in Spanish texts. In this context, sixty Mexican elementary school children (ages 8–11) were asked to edit an expository text. The children’s written responses were analyzed from a pragmatic perspective following Nunberg (1990) and Figueras (2001). The result of this exercise led to some hypotheses on the relation between the discursive connectors and punctuation, and also on the semantic criteria that lead children to delimit certain textual units. From the way the children delimited units we observed a tendency to progress from identifying text sentences to defining them with punctuation in expository written discourse. Children differentiated in their use of punctuation, using commas for serial units and upper cases and full stops for text sentences beginning with explicit subjects. Therefore, we follow that explicit subjects might be a key starting point in the development of those criteria that help to differentiate the structures of text sentences and serial units, at least when revising someone else’s text.

scholarly journals Kamik: an Inuit Puppy Story by D. Uluadluak

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Sandy Campbell
Keyword(s):  
Elementary School ◽  
Young Children ◽  
School Children ◽  
Elementary School Children ◽  
Picture Book ◽  
School Libraries ◽  
Early Elementary ◽  
Story Telling ◽  
Early Elementary School ◽  
The Way

Uluadluak, Donald.  Kamik:  an Inuit Puppy Story. Illus. Qin Leng. Iqaluit, NV:  Inhabit Media, 2012. Print.While this is really a picture book with most of the pages filled with Qin Leng’s comic style drawings, it is the story that is important.  The drawings are brightly coloured and appropriately uncluttered to match the story being told.  It is a simple story, but told in language that preschool and early elementary school children will understand. In traditional Inuit culture, much of a child’s education comes from the elders, often grandparents. Much of the teaching is indirect, through story telling.  Kamik is an example of this form of teaching, both in the way that Jake in the story learns and in the way that we, the readers learn. Jake is a young boy whose puppy won’t behave.  He is frustrated with him.  He says to his grandfather, “He never listens, no matter how loud I yell.  I called him Kamik because his fur looks like he’s wearing a boot.  I should have called him Bad Dog.”Jake’s grandfather doesn’t give him advice on how to train his puppy.  Instead he tells him stories about his own dogs.  He describes how Jake’s grandmother “raised them in a similar way to raising a child”.  He says that it was “more like building a good friendship than raising an animal”.  Jake’s grandfather describes how his dogs helped him, saved his life and brought him home through storms.  By the time Jake goes home, his attitude has changed and he decides to follow tradition and rename his dog for one of his grandfather’s great sled dogs.This is a simple story and young children will hear it as a story of a boy and his dog.  However it contains a complex lesson and reflects traditional Inuit wisdom.  This book is highly recommended for public and elementary school libraries everywhere.  It is also an essential addition to any collection of northern Canadian children’s literature.Highly recommended: 4 out of 4 starsReviewer: Sandy Campbell

scholarly journals LEISURE TIME ACTIVITIES AND INTERESTS OF ELEMENTARY SCHOOL CHILDREN

2017 ◽  
Vol 1 (1) ◽  
pp. 001
Author(s):  
Siniša Stojanović ◽  
Milica Ristić ◽  
Srboljub Đorđević ◽  
Srboljub Dimitrijević
Keyword(s):  
Elementary School ◽  
Extracurricular Activities ◽  
School Children ◽  
Elementary School Children ◽  
Leisure Time ◽  
Kaiser Criterion ◽  
The Difference ◽  
5Th Grade ◽  
The Way ◽  
At Home

The main objective of this research was to investigate the leisure time activities of elementary school children. This paper investigates the way in which these activities are grouped and their expression. In addition to this, it examined the existence of any difference between these grouped activities in relation to respondents’ gender and school achievements, as well as to their relationship with the children's opinion of their parents’ interest in how they spend their leisure time. For this purpose an instrument has been designed consisting of 22 items of Likert-type (α = .69) which was used for a sample of 246 students of both genders (121 male and 125 female) from 4th and 5th grade (96 from 4th and 150 from 5th grade) from elementary schools in Vranje and Nis. Through factor analysis based on The Guttman-Kaiser Criterion and with the analysis of loadings of certain items, 5 factors have been identified and named as follows: organized extracurricular activities, home-related activities, computer-related activities, pastime, reality shows watching. The discovered differences in the expression of these groups of activities proved to be statistically significant. The results of t-test indicated that girls get more involved in activities at home, while boys rest more. The ANOVA results showed that there was the difference in the expression of activities done at home, as well as the organized extracurricular activities between students with different academic achievement. In the end, the results showed that as parents get less interested in the way their children spend their leisure time, more will their children get engaged in organized extracurricular activities, activities that are carried out at home, and watching sports, resting and using computers.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

An integrated components preventive intervention for aggressive elementary school children: The Early Risers program.

2001 ◽  
Vol 69 (4) ◽  
pp. 614-626 ◽  
Author(s):  
Gerald J. August ◽  
George M. Realmuto ◽  
Joel M. Hektner ◽  
Michael L. Bloomquist
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Preventive Intervention
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