Two Studies in Retroaction: I. Influence of Partial Identity II. Susceptibility to Retroaction at Various Grade Levels

1933 ◽  
Vol 8 (1) ◽  
pp. 157-172 ◽  
Author(s):  
Thelma A. Dreis
Keyword(s):  
Partial Identity ◽  
Grade Levels

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

Vision and Reading Deficits in Post-Concussion Patients: A Retrospective Analysis

2015 ◽  
pp. 206-213
Keyword(s):  
Retrospective Chart Review ◽  
Health Examination ◽  
Common Symptom ◽  
Reading Deficits ◽  
Grade Levels ◽  
Convergence Insufficiency ◽  
Return To Learn ◽  
Vision Deficits ◽  
Accommodative Facility

The prevalence of vision deficits in the pediatric/young adult concussion population in the private optometric practice setting remains unknown. Thus, a retrospective chart review in this area was conducted in the practice of the first author. Twenty-five consecutive patients with a medical diagnosis of concussion received a comprehensive vision and ocular health examination, which also included an objectively-based Visagraph reading assessment and clinical vergence/accommodative facility testing. Three primary categories of oculomotor-based deficits were found: convergence insufficiency (56%), accommodative insufficiency (76%), and oculomotor-based reading dysfunctions (68-82%). The most common symptom was headaches (84%), with 25% of the symptoms related to reading. 68% (15/22) were categorized as reading at least 2 grade levels below their current school grade level for reading eye movements based on the Visagraph findings. These overall findings are consistent with the general oculomotor-based/reading findings in the concussion/mTBI literature. The present results have important practical ramifications regarding the importance of preconcussion baseline oculomotor and Visagraph testing, as well as post-concussion follow-up testing, to help assess a student’s ability to return-to-learn (RTL).

Variability in Age and Experience among Blind Students Using Basal Reading Materials

1980 ◽  
Vol 74 (4) ◽  
pp. 147-150
Author(s):  
Hilda Caton ◽  
Earl Rankin
Keyword(s):  
Grade Level ◽  
Reading Programs ◽  
Chronological Age ◽  
Basal Reading ◽  
Basal Reader ◽  
Significant Variability ◽  
Grade Levels ◽  
Reading Materials ◽  
Blind Children ◽  
Blind Students

This study was designed to identify various problems encountered by children who read braille and use conventional basal reading programs transcribed into that medium. It was hoped that this information could be used to improve methods of teaching blind children to read and to help design more suitable reading materials for them. The results showed educationally significant variability in chronological age, years in school and grade level for blind children using basal reader materials designed for sighted readers at specific grade levels.

scholarly journals The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class

2021 ◽  
Vol 13 (6) ◽  
pp. 3240
Author(s):  
Hyun Suk Lee ◽  
Junga Lee
Keyword(s):  
Virtual Reality ◽  
Elementary School ◽  
Physical Education ◽  
School Students ◽  
Virtual Reality Technology ◽  
Grade Levels ◽  
Attitudes Toward Physical Education ◽  
Sports Programs ◽  
Students Attitudes ◽  
Traditional Class

We analyzed the effects of an elementary school soccer class using virtual reality technology on students’ attitudes toward physical education class and the influence on class flow. The data from 113 elementary school students from Seoul and Gyeonggi-do were analyzed. Students were divided into groups that received either virtual reality or traditional classes (e.g., playing on a playground). Data were analyzed with three-way analyses of variance. Results revealed that students who participated in the virtual reality classes had more confidence, concentration, and experienced more flow (specifically, attention to PE class, integration of ability, challenge, and sense of control) than students who participated in the traditional class. This suggests that virtual reality technology positively affected students’ attitudes and flow. In subsequent research, it is necessary to develop and disseminate a variety of virtual reality sports programs and to conduct studies with students from various grade levels.

scholarly journals Comparing self-perceived global self-esteem and physical self-esteem among children and adolescents in Southeastern Sweden, investigated in 2000 and 2017

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Anders Raustorp ◽  
Andreas Fröberg
Keyword(s):  
Children And Adolescents ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Children And Youth ◽  
Sectional Study ◽  
Self Perception ◽  
Cross Sectional ◽  
Grade Levels ◽  
Grade 5 ◽  
Grade 8

AbstractObjectivesTo compare self-perceived global self-esteem (GSE) and physical self-esteem (PSE) among children and adolescents aged 11 and 14 years in Southeastern Sweden, investigated in 2000 and 2017.MethodsThe present study consists of two independent cross-sectional study-cohorts from Southeastern Sweden, investigated in 2000 and 2017. The same protocol, procedures, and instruments were used in 2000 and 2017. In October 2000, data for self-perceived GSE and PSE, and anthropometry were collected from 11-years old children (Grade 5) (n=74) and 14-years old adolescents (Grade 8) (n=84). In October 2017, children (n=186) and adolescents (n=140) from the same grade-levels, schools and classrooms provided data for the same variables as in 2000. GSE and PSE were assessed with the Children and Youth Physical Self-Perception Profile (CY-PSPP).ResultsSelf-perceived GSE was higher in 2017 as compared to 2000 among both 11-years old boys (p<0.001) and girls (p<0.001) and 14-years old boys (p=0.008) and girls (p<0.001). Similarly, self-perceived PSE was higher in 2017 as compared to 2000 among both 11-years old boys (p<0.001) and girls (p=0.023) and 14-years old boys (p=0.025) and girls (p=0.002).ConclusionsSelf-perceived GSE and PSE among children and adolescents aged 11 and 14 years in Southeastern Sweden were higher in 2017 as compared to 2000. These results are not in agreement with the increased psychological ill-health as being reported among children and adolescents during the last decade in Sweden.

scholarly journals Bladder Cancer Health Literacy: Assessing Readability of Online Patient Education Materials

2020 ◽  
pp. 1-8
Author(s):  
Lauren E. Powell ◽  
Theodore I. Cisu ◽  
Adam P. Klausner
Keyword(s):  
Bladder Cancer ◽  
Health Literacy ◽  
Patient Education ◽  
Search Engine ◽  
Reading Ability ◽  
Health Care Expenditure ◽  
Reading Level ◽  
T Test ◽  
Grade Levels ◽  
Grade Reading Level

BACKGROUND: Understanding of health-related materials, termed health literacy, affects decision makings and outcomes in the treatment of bladder cancer. The National Institutes of Health recommend writing education materials at a sixth-seventh grade reading level [6]. The goal of this study is to assess readability of bladder cancer materials available online. OBJECTIVE: The goal of this study is to characterize available information about bladder cancer online and evaluate readability. METHODS: Materials on bladder cancer were collected from the American Urological Association’s Urology Care Foundation (AUA-UCF) and compared to top 50 websites by search engine results. Resources were analyzed using four different validated readability assessment scales. The mean and standard deviation of the materials was calculated, and a two-tailed t test for used to assess for significance between the two sets of patient education materials. RESULTS: The average readability of AUA materials was 8.5 (8th–9th grade reading level). For the top 50 websites, average readability was 11.7 (11–12th grade reading level). A two-tailed t test between the AUA and top 50 websites demonstrated statistical significance between the readability of the two sets of resources (P = 0.0001), with the top search engine results being several grade levels higher than the recommended 6–7th grade reading level. CONCLUSIONS: Most health information provided by the AUA on bladder cancer is written at a reading ability that aligns with most US adults, with top websites for search engine results exceeding the average reading level by several grade levels. By focusing on health literacy, urologists may contribute lowering barriers to health literacy, improving health care expenditure and perioperative complications.

Phonological sensitivity, rapid naming, and beginning reading

1998 ◽  
Vol 19 (3) ◽  
pp. 447-461 ◽  
Author(s):  
Virginia Cronin ◽  
Paula Carver
Keyword(s):  
Longitudinal Study ◽  
Reading Development ◽  
First Grade ◽  
Rapid Naming ◽  
First Year ◽  
Grade Levels ◽  
Phonological Sensitivity ◽  
Separate Factor ◽  
Second Year ◽  
Naming Tasks

ABSTRACTReading acquisition was related to phonological sensitivity and rapid naming in a longitudinal study with young children. Phonological assessment consisted of rhyme and initial consonant discrimination, while the rapid naming tasks were made up of pictures, letters, and numbers. The subjects were 95 children from two grade levels, primary and first grade. They were tested in the fall and spring of the first year and the spring of the second year. It was found that the phonological and rapid naming tests each predicted unique variance in reading attainment, as measured at the end of the second year of the study. The rapid naming responses became more automatic early in the first grade year, while naming times generally became faster. Although many researchers regard rapid naming as part of the phonological core, the present article discusses the various advantages of considering rapid naming as a separate factor in reading development.

Grade Retention and School Dropout: Comparing Specific Grade Levels Across Childhood and Early Adolescence

2021 ◽  
pp. 027243162110103
Author(s):  
Zachary Giano ◽  
Amanda L. Williams ◽  
Jennifer N. Becnel
Keyword(s):  
High School ◽  
Grade Retention ◽  
School Dropout ◽  
Dropping Out ◽  
Social Changes ◽  
Grade Levels ◽  
Grade Versus ◽  
Youth Transition ◽  
Education Statistics ◽  
Race Ethnicity

Students who repeat a grade are at a higher risk of dropping out of high school. Previous research has examined this in a methodologically aggregated way (e.g., repeated any grade versus never repeated) or only specific grades/grade ranges (e.g., Kindergarten or elementary) leaving questions about which grades are more detrimental to repeat with respect to school dropout. This study uses data from the National Center for Education Statistics ( N = 9,309) to comparatively examine which grades, when repeated, show the strongest associations with dropping out. Overall, those who repeated sixth or seventh had the highest odds of dropping out of high school with unique patterns by gender and race/ethnicity. These grades are typically when youth transition into middle school. When examined through a developmental lens, these results highlight the important impact that grade retention while youth experience other normative physical, cognitive, and social changes.

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