Listening Comprehension at the Intermediate-Grade Level

1955 ◽  
Vol 56 (4) ◽  
pp. 158-161 ◽  
Author(s):  
Mary Kevin Hollow
Keyword(s):  
Grade Level ◽  
Listening Comprehension ◽  
Intermediate Grade

Reading Problems at the Intermediate-Grade Level

1940 ◽  
Vol 40 (10) ◽  
pp. 737-746 ◽  
Author(s):  
Emmett A. Betts
Keyword(s):  
Grade Level ◽  
Reading Problems ◽  
Intermediate Grade

Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups

2020 ◽  
pp. 073194872095814
Author(s):  
Ae-Hwa Kim ◽  
Ui Jung Kim ◽  
Jae Chul Kim ◽  
Sharon Vaughn
Keyword(s):  
Reading Achievement ◽  
Grade Level ◽  
Rapid Naming ◽  
Primary Grade ◽  
Poor Readers ◽  
Linguistic Variables ◽  
Intermediate Grade ◽  
Cognitive Linguistic ◽  
Poor Comprehenders ◽  
Average Readers

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3) and intermediate grade level (i.e., Grades 4–6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: “very poor word readers and poor comprehenders,” “poor readers,” and “average readers.” Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: “very significantly poor readers,” “very poor readers,” “average word readers but poor comprehenders,” and “average readers.” Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies.

Children's Strategies for Solving Subtraction-Fact Combinations

1979 ◽  
Vol 27 (1) ◽  
pp. 14-15
Author(s):  
Ian D. Beattie
Keyword(s):  
Grade Level ◽  
Basic Fact ◽  
Important Research ◽  
Important Goal ◽  
Intermediate Grade ◽  
Computational Errors ◽  
Basic Facts ◽  
Children's Strategies

Many teachers at the intermediate grade level are constantly frustrated in their teaching of arithmetic by pupils who have not mastered their basic facts. Such mastery is important, Research in the area of computational errors has consistently shown that many errors are due to lack of mastery of basic facts. Teachers justifiably set mastery of basic facts as an important goal for the year. Each September they optimistically set out to accomplish what the previous year's teachers failed to do—to have all children in their classes master their basic facts. They provide drill, extra practice, and motivating games. Each June they concede defeat. The same children who did not know the facts in September are still making mistakes. This situation is common, but knowledge of what causes these basic-fact errors may prevent it from being inevitable.

scholarly journals Intermediate-Grade Students' Sensitivity to Macrostructure Intrusions

1989 ◽  
Vol 21 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Therese F. Smith ◽  
Amos L. Hahn
Keyword(s):  
Error Detection ◽  
Grade Level ◽  
Recognition Task ◽  
Text Structure ◽  
Future Research ◽  
Intermediate Grade ◽  
Structure Information ◽  
Text Structures

Students' sensitivity to four top-level text structures was investigated using a methodology not used previously in this area of research—the error-detection paradigm. Forty-eight students in Grades 4, 6, and 8 read short paragraphs organized according to the following text structures: compare/contrast, description, enumeration, and sequence. An intrusion sentence which signalled an enumeration text structure was inserted in the compare/contrast, description, and sequence paragraphs. The enumeration paragraphs did not contain any intrusive text-structure information. Following the reading of each paragraph, students performed a recall and a recognition task. Oral recalls were assessed qualitatively according to the following criteria: (a) followed the text's structure, (b) followed the text's structure but included the intrusion, (c) followed the text's structure/recognized the intrusive information, and (d) did not follow the text's structure. Students' performance on the recognition task was assessed according to the following criteria: (a) did not recognize the intrusion, (b) recognized the intrusion after a prompt, and (c) spontaneously recognized the intrusion. Results of the study showed that task, text structure, and grade level differentially affected students' sensitivity to the four text structures. Implications for future research are proposed.

scholarly journals Flexibility of Schema Shifting in Good and Poor Readers

1982 ◽  
Vol 14 (2) ◽  
pp. 169-177 ◽  
Author(s):  
Michael A.R. Townsend
Keyword(s):  
Free Recall ◽  
Grade Level ◽  
Listening Comprehension ◽  
Daily Activities ◽  
Poor Readers ◽  
Cognitive Structures ◽  
Control Mechanisms ◽  
Good Readers ◽  
The Third ◽  
Good And Poor Readers

This study was designed to see whether good and poor readers show similar facility in shifting between familiar schemata in a listening comprehension task. Similar flexibility would mitigate an explanation of comprehension differences based on mediational control mechanisms in the deployment of cognitive structures. Twenty good and twenty poor readers at the third grade level listened to two short passages about very familiar daily activities. Comprehension of the second passage demanded a shift in schemata and only half of the children were explicitly cued to this shift. Analyses of free recall and interview responses indicated that although good readers recalled more information, there was similar flexibility of schema shifting for good and poor readers.

Palindromes and the “Law of 11”

1985 ◽  
Vol 32 (5) ◽  
pp. 46-47
Author(s):  
Clarence J. Dockweller
Keyword(s):  
Grade Level ◽  
Logical Reasoning ◽  
Intermediate Grade ◽  
The Law

Several years ago, McGinty and Eisenberg (1978) described an extenive classification of numbers according to the number of step required to form a palindrome (a number that reads the same forward or backward, like 707 or 12021). The number 89. for example, requires twenty-four reversals and sum before the palindrome 8813200023188 is obtained. Although finding palindrome is intriguing in itself, other inte resting things can be done with them. Logical reasoning can be fruit fully applied to palindromic patterns. The patterns, related concepts, and discssuions are very appropriate for enrichment experience at the intermediate grade level with extenions for all higher levels. We shall consider several example that suggest the “law of 11.”

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

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