scholarly journals The Effect of Orthographic Anomalies upon Reading Behavior

1979 ◽  
Vol 11 (2) ◽  
pp. 153-161 ◽  
Author(s):  
Michael Strange
Keyword(s):  
Word Recognition ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Perceptual Unit ◽  
Good Readers ◽  
Middle Position ◽  
Connected Discourse ◽  
Minor Anomalies ◽  
Study Support ◽  
In The Beginning

This investigation attempted to determine if the perceptual unit in reading was the letter or some other unit larger than the letter. Good readers in two grades read material changed to include particular types of orthographic anomalies. Subjects read seven passages. One passage contained no anomalies, the remaining six contained anomalies varying in degree and position. The dependent variable was the time necessary to read each passage. The results indicated that fifth grade subjects read all passages less rapidly than sixth grade subjects. The results also indicated that anomalized passages were read less rapidly than non-anomalized passages and that anomalies in the final position were less disruptive than anomalies in the beginning and middle position. No differences were found when anomalies in the middle position were compared to anomalies in the beginning position or when major anomalies were compared to minor anomalies. The results of the present study support a conclusion that word recognition while reading connected discourse is different from word recognition in isolation. The results also lend support for a left to right analysis of letter features within words until the word is identified, at which point the reader discards the unused letters.

The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler
Keyword(s):  
Word List ◽  
Sixth Grade ◽  
Poor Readers ◽  
Fifth Grade ◽  
Second Grade ◽  
Seventh Grade ◽  
Good Readers ◽  
Adolescent Readers ◽  
The Poor ◽  
Actual Word

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.

A Description of Vocal Maturation among Fifth- and Sixth-Grade Boys

1999 ◽  
Vol 47 (4) ◽  
pp. 357-369 ◽  
Author(s):  
Janice Killian
Keyword(s):  
Sixth Grade ◽  
Fifth Grade ◽  
School Age ◽  
Voice Change ◽  
Research Findings ◽  
Changing Voice

The present study was designed to explore the idea that boys' voices may be changing earlier than indicated in previous research. Singing and speaking voices of fifth-grade (h = 56) and sixth-grade (h = 43) boys were categorized and compared with the Cooksey changing voice stages. Data consisted of grade in school, age in years, highest and lowest sung pitches, overall singing range, speaking pitches, and voice stage categorization. Results indicated an earlier voice change than in previous research. Findings consistent with previous research included the fact that singing and speaking pitch lowered with each successive voice-change stage, the overall range narrowed in the predicted stages, and the speaking pitch remained 2-3 semitones above lowest sung pitch, regardless of voice stage.

scholarly journals Comparison of students from private and public schools on the spelling performance

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Nathane Sanches Marques Silva ◽  
Patrícia Abreu Pinheiro Crenitte
Keyword(s):  
Public Schools ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Spelling Error ◽  
Spelling Errors ◽  
The Public ◽  
Spelling Ability ◽  
Private And Public ◽  
Student’S T

Objective: To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. Methods : A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. Results: In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Conclusion: Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

Clarifying the Relationship between Academic Success and Overt Classroom Behavior

1969 ◽  
Vol 36 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
Academic Success ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Classroom Behaviors ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
The Relationship

Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, this is evident not only in the grade or test scores he receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, from their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.

scholarly journals PERANAN MUATAN LOKAL MATERI BATIK TULIS LASEM SEBAGAI BENTUK PELESTARIAN BUDAYA LOKAL

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Muhammad Nur Farid
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Cultural Preservation ◽  
Fifth Grade ◽  
Local Content ◽  
History Of

Penelitian ini bertujuan mengkaji bagaimana pelaksanaan muatan lokal batik tulis Lasem pada tingkat sekolah dasar di Kecamatan Lasem sebagai bentuk pelestarian budaya lokal. Hasil penelitian ini menunjukkan pelaksanaan muatan lokal batik tulis Lasem pada kelas empat dan kelas lima. Masing-masing tingkatan mempunyai fokus kemampuan yang berbeda. Fokus kelas empat adalah pengenalan tentang batik, alat dan bahan membatik serta pengenalan ragam hias batik, sedang fokus kelas lima adalahpenjelasan sejarah batik tulis Lasem, tahapan membatik batik tulis Lasem, ragam hias batik tulis Lasem. Praktik pada kelas lima mulai dari ngethel, membuat pola, nglengkreng, nerusi, dan isen-isen. Pelaksanaan muatan lokal batik tulis Lasem kelas enam yaitu tentang sejarah dan ragam hias batik tulis Lasem melanjutkan tahapan dari kelas lima yang belum selesai. Muatan lokal tersebut berhasil menanamkan kepedulian dan kecintaan anak-anak pada batik tulis Lasem.The objective of this study is to examine  the implementation of the local content batik Lasem at primary school in Lasem subdistrict as a form of local cultural preservation. The result of this study demonstrates that t local content batik Lasem is  implemented in fourth, fifth and sixth grade. Each level has different focus. The focus of the fourth grade is the introduction of batik, batik tools and materials as well as the introduction of decorative batik. The focus of the fifth grade is on the history of Lasem batik, barik stages, decorative Lasem batik. The practice in fifth grade include ngethel, make patterns, nglengkreng, nerusi, and isen-isen. The implementation of the local content batik Lasem at sixth grade is about the history and decorative batik Lasem continuing the unfinished subjects in the fifth grade. Local content successfully instill kids’ awarness and love on batik Lasem.

scholarly journals School bags and associated back pain

2018 ◽  
Vol 8 (1) ◽  
pp. 10-19
Author(s):  
Amra Mačak Hadžiomerović ◽  
Amila Jaganjac ◽  
Dijana Avdic ◽  
Emira švraka ◽  
Arzija Pašalić ◽  
...  
Keyword(s):  
Back Pain ◽  
Body Mass ◽  
Sixth Grade ◽  
Total Sample ◽  
Cross Sectional Study ◽  
The Body ◽  
Fifth Grade ◽  
Cross Sectional ◽  
Negative Effect ◽  
Type Of School

Introduction: The most common health problem associated with the negative effect of heavy school bags is back pain, and non-specific back pain is frequently observed in childhood. The prevalence of back pain in schoolchildren varies from 12% to 92%, depending on the age and affected region of the back. To prevent the occurrence of back pain in schoolchildren, the weight of school bag should not exceed 10% of the child’s body mass.Methods: This was a descriptive, cross-sectional study conducted in April 2017. We included 79 students of the fifth and sixth grade from the elementary school in Sarajevo. Information on the weight and type of school bag, method of carrying a school bag, and feelings of pain and tiredness due to school bag were obtained by questionnaire.Results: In the total sample, the majority of the students (64.6%) reported occasional back pain while carrying the bag, 20.3% of students reported no back pain, and 11.4% of students experienced frequent back pain. The mean school bag weight in the fifth grade was 4.01 ± 0.57 kg, and it was significantly higher (4.61 ± 0.86 kg) in the sixth grade. About 48.5% of the students in the fifth and 50% in the sixth grade carried school bags weighing more than 10% of the body mass. A higher mean weight of school bag was significantly more frequent in students who reported always feeling tired (11.03 ± 2.74%) compared to those who did not feel tired while carrying the school bag (8.41 ± 2%).Conclusions: Overall, more frequent occurrence of back pain and tiredness in schoolchildren was associated with heavier school bags (>10% of the body mass), and the occurrence of back pain due to school bag was related to gender (i.e., back pain was more common in girls compared to boys).

The Effect of Prior Knowledge on the Question Answering of Good and Poor Readers

1983 ◽  
Vol 15 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Betty C. Holmes
Keyword(s):  
Prior Knowledge ◽  
Reading Ability ◽  
Question Answering ◽  
Reading Level ◽  
Poor Readers ◽  
Fifth Grade ◽  
Good Readers ◽  
Fifth Grade Students ◽  
New Information ◽  
Good And Poor Readers

The purpose of this investigation was to compare the question answering of good and poor readers when their prior knowledge for the answers to questions was determined before reading to be accurate, inaccurate, incomplete, or missing. Fifty-six fifth-grade students with equivalent I.Q.'s, but varying in reading ability and extent of general prior knowledge for the passage topics, participated in the study. Subjects read an expository passage written on their approximate instructional reading level. The results indicated that poor readers did not use prior knowledge to the same extent as did good readers. This was especially true when students were learning new information. The results also suggest that poor readers have difficulty answering text implicit questions even if they possess adequate prior knowledge for passage topics.

Effects of Reading Ability on Children's Comprehension Evaluation and Regulation

1989 ◽  
Vol 21 (1) ◽  
pp. 69-83 ◽  
Author(s):  
Karen Zabrucky ◽  
Hilary Horn Ratner
Keyword(s):  
Reading Ability ◽  
Verbal Report ◽  
Sixth Grade ◽  
Poor Readers ◽  
Comprehension Monitoring ◽  
Verbal Reports ◽  
Good Readers ◽  
On Line ◽  
Good And Poor Readers ◽  
Multidimensional Process

Good and poor readers in the sixth grade ( M age = 11.92 years) were videotaped reading inconsistent stories presented one sentence at a time. Children's comprehension evaluation was assessed with on-line (reading times) and verbal report measures; comprehension regulation was assessed by examining look-backs during reading. All children read inconsistencies more slowly than consistent control information but good readers were more likely than poor readers to look back at inconsistencies during reading, to give accurate verbal reports of passage consistency following reading, and to recall text inconsistencies. Results highlight the importance of using multiple comprehension monitoring measures in assessing children's abilities and of treating comprehension monitoring as a multidimensional process.

Estimates of quantity by elementary teachers and college juniors

1963 ◽  
Vol 10 (6) ◽  
pp. 347-353
Author(s):  
Clyde G. Corle
Keyword(s):  
Elementary Teachers ◽  
Research Study ◽  
Fifth Graders ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Measuring Instruments ◽  
Linear Measure ◽  
Gross Error

A research study published in THE ARITHMETIC TEACHER1 described the performance of 147 fifth and sixth grade pupils when these pupils estimated and measured ten simple quantities. The ten quantities included weight, linear measure, time, temperature, and capacity. The gross error of estimate reported by this study averages nearly 600 percent for fifth graders and almost 150 percent for sixth grade pupils. Nearly 240 percent average gross error by fifth grade children and more than 75 percent average gross error by sixth grade pupils occurred when these pupils selected measuring instruments and measured the quantities.

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