Improving Reading Comprehension through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students

2013 ◽  
Vol 21 (4) ◽  
pp. 431-443 ◽  
Author(s):  
Kaprea F. Johnson ◽  
Abha Gupta ◽  
Hana Rosen ◽  
Howard Rosen
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
High Risk ◽  
Elementary School Students ◽  
After School ◽  
School Students

scholarly journals Improvement of Elementary School Students’ Competence of Reading Comprehension through Generative Learning Model

2020 ◽  
Vol 19 (1) ◽  
pp. 9-35
Author(s):  
Asep Saepurokhman
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Elementary School Students ◽  
Creative Thinking ◽  
Learning Model ◽  
Generative Learning ◽  
School Students ◽  
Conventional Model ◽  
Left Behind

ABSTRACT Reading comprehension is a competence that everyone has to possess. It can broaden human’s insight in that we will not be left behind as time goes so fast. One of the teachers’ efforts as to enhance the reading comprehension competence is to apply a learning model that is able to explore a lot of students’ potency. The learning model considered to be capable of developing the students’ creative-thinking is a generative model. Based on the result of data analysis, it is known that the process of reading-comprehension learning runs well in full activity of students. The students’ tendency to the learning of reading comprehension using such a model is positive in the means of 75.10%. The generative learning model succeeds in enhancing the students’ competence of reading comprehension. The means of score before the treatment is only 53.80%, whereas after the treatment it gets 72% in which the index gain is 0.41 and it is categorized into mediocre. There is difference of reading-comprehension competence between the use of generative learning model and conventional model. It is proven by t-test, indicating that t-observed is higher than t-table. Therefore, the generative learning model is effective and reasonable to use for the teachers in the improvement of stduents’ reading-comprehension competence.

Testing the Effects of Two Field-to-Fork Programs on the Nutritional Outcomes of Elementary School Students From Diverse and Lower-Income Communities

2021 ◽  
pp. 105984052110368
Author(s):  
Kimberly R. Hartson ◽  
Kristi M. King ◽  
Carol O’Neal ◽  
Aishia A. Brown ◽  
Toluwanimi Olajuyigbe ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
After School ◽  
Lower Income ◽  
Farm To School ◽  
Fruit And Vegetable ◽  
School Students ◽  
School Club

The purpose of this quasi-experimental study was to evaluate the effects of two farm-to-school programs, specifically the Field-to-Fork Multi-visit Program ( N  =  264) and the Field-to-Fork After-school Club ( N  =  56), on nutritional outcomes of elementary school students (third to fifth grade) from urban, diverse, and lower-income communities. Data were collected via self-report surveys measuring: (a) knowledge of recommendations for daily fruit and vegetable intake; (b) fruit and vegetable consumption; (c) knowledge of cooking a healthy recipe using vegetables; and (d) desire for farm fresh foods at school. Statistical analyses included McNemar’s and Wilcoxon signed rank tests. The proportion of students knowing how to cook a vegetable rich recipe increased with both programs (Multi-visit Program p < .001; After-school Club p  =  .002). Vegetable consumption increased with the After-school Club ( p  =  .002). Farm-to-school programming can increase knowledge of cooking vegetable rich recipes and vegetable intake among elementary school students from diverse, urban, and lower-income communities.

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