Method Improving Reading Comprehension In Primary Education Program Students

We examine the impact of the Kenyan Free Primary Education program on student participation, sorting, and achievement on the primary school exit examination. Exploiting variation in pre-program dropout rates between districts, we find that the program increased the number of students who completed primary school, spurred private school entry, and increased access for students from disadvantaged backgrounds. We argue that the program was welfare enhancing as it promoted educational access without substantially reducing the test scores of students who would have been in school in the absence of the program. (JEL H52, I21, I28, O15)

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Claves de la mediación para el desarrollo de la comprensión lectora.Un estudio cualitativo en aulas de 4º de educación primaria//Mediation in the development of reading comprehension. A qualitative study in primary education

REOP - Revista Española de Orientación y Psicopedagogía ◽

10.5944/reop.vol.30.num.2.2019.25335 ◽

2019 ◽

Vol 30 (2) ◽

pp. 9

Author(s):

Ana Cristina Blasco-Serrano ◽

Ana Arraiz Pérez ◽

Mª Ángeles Garrido Laparte

Keyword(s):

Reading Comprehension ◽

Primary Education ◽

Process Development ◽

Participant Observation ◽

Comparative Method ◽

Mediation Process ◽

Teaching Culture ◽

Mediation Processes ◽

Educación Primaria

RESUMENDesde una perspectiva socioconstructivista y de acuerdo al modelo PASS, la mediación es una estrategia fundamental para el desarrollo de la lectura. Esta investigación indaga sus claves para favorecer la comprensión lectora en aulas de 4º de educación primaria. Se utiliza un estudio de caso múltiple, de tipo evaluativo, en tres contextos escolares diferenciados. Los datos se recogen a través de la observación participante, las entrevistas a las maestras, los grupos de discusión y microrrelatos a los niños. El análisis cualitativo se lleva a cabo desde el momento inicial de registro con el método comparativo constante. Los resultados vertebran la mediación para favorecer la comprensión lectora desde tres macrocategorías: la sensibilidad de los miembros de la comunidad educativa, las dinámicas organizativas marcadas por la colaboración y participación regulada, así como la argumentación basada en el debate y el diálogo para la metacognición explícita. Las relaciones entre las distintas categorías y los diferentes contextos marcan matices de interés en el desarrollo de los procesos de mediación, que resaltan el rol modulador de la cultura docente en el potencial de las claves obtenidas. Los resúmenes de trabajos empíricos deben seguir esta estructura.ABSTRACT From a socioconstructivist perspective and according to the PASS model, mediation is a key strategy for reading development. This research explores how to promote reading comprehension in 4th grade primary education students. A multiple case study design, in an evaluative way, is used in three different school contexts. The data presented were obtained through participant observation, interviews with teachers, groups of discussion, and children’s micro-stories. The qualitative analysis is carried out with the constant comparative method. The results show that mediation improves reading comprehension from three macro-categories: the sensitivity of the educational community, the organizational dynamics indicated by the collaboration and regulated participation, and the argumentation based on the debate and the dialogue for the explicit metacognition. The relationship between the different categories and contexts show nuances of interest in the development of the mediation processes, which highlight the modulating role of the teaching culture in the potential of the key issues obtained. The relation between different categories and contexts indicate the interest in the mediation process development, as well as highlighting the role of teaching culture in the potential of the obtained keys points.

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Estudiantes con déficit atencional enfrentando tareas de comprensión lectora y producción de textos: Un estudio comparativo en alumnado de 4° año de educación primaria en Chile

Revista Electrónica Educare ◽

10.15359/ree.21-3.7 ◽

2017 ◽

Vol 21 (3) ◽

pp. 1

Author(s):

Fabián Andrés Inostroza-Inostroza

Keyword(s):

Reading Comprehension ◽

Comparative Study ◽

Language Learning ◽

Learning Outcomes ◽

Primary Education ◽

Attention Deficit ◽

Attention Deficit Disorder ◽

Text Production ◽

New Challenges ◽

Educación Primaria

The present article aims to compare the performance in students with Attention Deficit Disorder to those who do not present it, in tasks of reading comprehension and text production carried out by students attending the fourth grade of primary education. This quantitative, non-experimental comparative study aims to provide evidence regarding the way in which this condition limits the learning outcomes in the tasks of comprehension and production of texts, language, and communication. One the main findings of this research was that students with attention deficit disorder showed lower reading comprehension performance than their peers who do not presented this diagnosis. This same tendency was observed in the results of the texts production tasks. This implies that the disorder affecting the attention in students with it interferes in the process of language learning. This generates challenges and new questions for those who do research in this topic; and for the case of teachers, it presents new challenges when planning the teaching in order to adapt it to the specific requirements of these students in the area of language.

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Evaluation of Australian Bilingual Education: Some initial ideas directed at obtaining a just and thorough approach

The Aboriginal Child at School ◽

10.1017/s0310582200010610 ◽

1979 ◽

Vol 7 (4) ◽

pp. 33-44

Author(s):

M. Christie

Keyword(s):

Bilingual Education ◽

Federal Government ◽

Primary Education ◽

Education Program ◽

Northern Territory ◽

Aboriginal Communities ◽

Key Issues ◽

The Government ◽

Aboriginal Children ◽

Aboriginal Languages

In the 1973 parliamentary session, the Australian Federal Government introduced acampaign to have Aboriginal children living in distinctive Aboriginal communities given their primary education in Aboriginal languages…and to supplement education for Aboriginal children with the teaching of traditional Aboriginal arts, crafts and skills mostly by Aboriginals themselves.Following that announcement, a committee was formed to investigate the possibilities of bilingual education and to direct the setting up of some initial programs. Five schools originally changed to a bilingual education program, and the number has grown to almost twenty. The original schools have now been in operation for five years, and there is a call for their evaluation. The government has expended large sums of money on the development of the programs, but there is still discussion concerning their possible future. Some of the key issues concerning bilingual education in the Northern Territory have not been resolved, and much of the development of programs was taken over by people of initiative in individual schools. This may or may not have been a good thing, but for the purposes of evaluation, we are presented with a very complex and freely structured situation. A just and constructive evaluation of all that has happened thus far will be difficult but invaluable for the government, the administrators, and the teachers.

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EL DESAFÍO DE LA COMPRENSIÓN LECTORA EN LA EDUCACIÓN PRIMARIA - The challenge of reading comprehension in primary education

Panorama ◽

10.15765/pnrm.v13i24.1205 ◽

2019 ◽

Vol 13 (24) ◽

pp. 42-56

Author(s):

Sibele Nadalya Peña-García

Keyword(s):

Reading Comprehension ◽

Primary Education ◽

Educación Primaria

En esta investigación se observa la importancia de las estrategias didácticas en la comprensión de la lectura, en los alumnos mexicanos que cursan el sexto grado de educación primaria; destacan las relaciones entre los momentos, estrategias y modalidades de lectura en los resultados obtenidos. Se caracteriza por ser cuantitativa y de campo; de corte trasversal y sincrónica. Con una muestra representativa de 100 sujetos. Entre los principales hallazgos, se muestra la importancia de tener un objetivo claro y hacer anticipaciones sobre la lectura ayuda a los alumnos a inferir, resumir, interpretar y sintetizar la información. Además, la demostración y explicación de las prácticas didácticas asociadas entre sí, permiten dar cuenta a cada docente sobre la importancia de su aplicación en el aula para consolidar el gusto por leer, la comprensión de la lectura y la redacción de textos en los alumnos, esto como base sólida para el desarrollo del aprendizaje. Se demuestra que el docente es el principal modelo y promotor de la lectura, el guía y orientación que consolida las habilidades de lectura y escritura en el aula en sus alumnos. La originalidad de la investigación radica en el diseño del instrumento para operar las variables implicadas en las estrategias de lectura propuestas en la metodología didáctica del programa de Educación Primaria en México vigente (pág.47 Plan de Estudios 2011. Guía para el maestro. SEP) y aplicarlo en alumnos de una institución pública como muestra de lo que ocurre en las aulas, según la opinión de los estudiantes.

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DESIGN AND LICENSING TRENDS OF THE GENERAL EDUCATIONAL PROGRAMS IN LATVIA

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2016vol2.1390 ◽

2016 ◽

Vol 2 ◽

pp. 196

Author(s):

Ivans Jānis Mihailovs ◽

Aira Aija Krūmiņa

Keyword(s):

Secondary Education ◽

General Education ◽

Primary Education ◽

Education Program ◽

Political Change ◽

Science And Technology ◽

Secondary Level ◽

Educational Programs ◽

Level Of Education ◽

Primary And Secondary Education

The general education program designing and licensing trends in Latvia in the period from 2010 to 2014 are analyzed in the article. Based on the general education program licensing data, it found that there isn’t a trend to license author’s program in primary education, while the secondary level of education author's programs are designed and licensed more often. The fact that primary education is more licensed programs in mathematics, science and technology, but in general secondary education – the humanitarian and social direction of the program suggest a possible gap in primary and secondary education. At the same time it found that a quarter of all licensed educational programs is not implemented, which could be result of socio-economic and political change in society.

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