Exploring the Relationship Between Text-Leveling Systems and Reading Accuracy and Fluency in Second-Grade Students Who Are Average and Poor Decoders

2004 ◽  
Vol 19 (3) ◽  
pp. 176-184 ◽  
Author(s):  
Donald L. Compton ◽  
Amanda C. Appleton ◽  
Michelle K. Hosp
Keyword(s):  
Second Grade ◽  
Reading Accuracy ◽  
Second Grade Students ◽  
The Relationship

scholarly journals The relationship between learning styles and students` chemistry achievement

2018 ◽  
Vol 37 (1) ◽  
pp. 79
Author(s):  
Stanislava Olić ◽  
Jasna Adamov
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Chemistry Education ◽  
Second Grade ◽  
Chemistry Achievement ◽  
Learning Style Inventory ◽  
Second Grade Students ◽  
Oxidation Reduction ◽  
Chemical Content ◽  
The Relationship

This research aimed to determine the chemical content which is the most challenging for students, and also to study the differences in chemistry achievement among students who prefer different learning styles. The study was carried out on the sample of 265 second grade students (aged 15–16 years) from seven grammar schools in Vojvodina (Serbia). Two instruments were applied in the study to determine the learning styles: chemistry knowledge test and Learning Style Inventory (LSI version 3.1). According to the findings, students have difficulty learning the contents of the topics Chemical Equilibrium, Salt Hydrolysis and Oxidation-Reduction Reactions. The findings show that there is a significant relationship between achievements in chemistry and students’ learning styles. The findings obtained in this research represent a step towards improving chemistry education since they identified the topics that students find it the most difficult to learn.

scholarly journals HUBUNGAN ANTARA PRESTASI BELAJAR PENDIDIKAN SISTEM GANDA DENGAN MOTIVASI SISWA MEMASUKI DUNIA KERJA BIDANG TEKNIK KONSTRUKSI BATU DAN BETON

Jurnal PenSil ◽  
2012 ◽  
Vol 1 (2) ◽  
pp. 110-122
Author(s):  
Tri Puspita Sari ◽  
Daryati Daryati ◽  
Dadang Suyadi
Keyword(s):  
Working Environment ◽  
Third Grade ◽  
Second Grade ◽  
Concrete Construction ◽  
Learning Achievement ◽  
Second Grade Students ◽  
Double System ◽  
Valid Instrument ◽  
Education Activity ◽  
The Relationship

This research aims to get the relationship between learning achievement of Double System Education and student’s motivation to involve in the field of masonry and concrete construction working environment.The duration of research is conducted in May 24th – 25th 2012. SMK Negeri 4 Jakarta is chosen to be the place of conducting this research. The population of this research is the students of the second and third grade majoring in masonry and concrete construction who have performed Double System Education activity. The sample of this research is the second grade students of SMK Negeri 4 Jakarta majoring in masonry and concrete construction who have performed Double System Education activity. The research method is surveying using correlation approach. The questionnaire consists of 62 items of statement and it is tested to 10 students in the third grade of SMK Negeri 4 Jakarta majoring in masonry and concrete construction. After the test, there is a valid instrument for data collecting in the sample and number of valid items. Finally, there are 41 valid items. Either learning achievement variable of Double System Education or student’s motivation to involve in the working environment has shown normal distribution. Coefficient of correlation (rxy) equals 0.85. Regression equation between learning achievement of Double System Education and student’s motivation to involve in the working environment is Ŷ = 17.09 + 1.67X. The hypothesis results from the table ttable and calculation thitung are 2.09 and 7.22 respectively, Ho is rejected and Ha is accepted. The result shows that there is a positive and significant relationship between learning achievement variable of Double System Education or student’s motivation to involve in the field of masonry and concrete working environment

The Relationship Between Phonological Awareness and Music Aptitude

2017 ◽  
Vol 65 (3) ◽  
pp. 328-346 ◽  
Author(s):  
Mara E. Culp
Keyword(s):  
Phonological Awareness ◽  
Music Teachers ◽  
Literacy Skills ◽  
Second Grade ◽  
Music Aptitude ◽  
Music Therapists ◽  
Second Grade Students ◽  
Music Audiation ◽  
Composite Scores ◽  
The Relationship

The purpose of this study was to investigate the relationship between phonological awareness and music aptitude. I administered the Intermediate Measures of Music Audiation (IMMA) to second-grade students in a rural school in Pennsylvania ( N = 17). Speech-language specialists administered a hearing screening and The Phonological Awareness Test 2 (PAT-2) individually to participants and scored the measures. Findings indicated a moderate, positive relationship between PAT-2 standardized composite scores and IMMA raw Tonal subtest scores ( r = .485). A linear regression indicated IMMA raw Tonal subtest scores predicted PAT-2 standardized composite scores. The relationship between music aptitude and phonological awareness has implications for students, music teachers, and professionals who may remediate literacy skills, such as reading specialists, speech-language pathologists, and music therapists.

scholarly journals Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

2021 ◽  
Vol 11 ◽  
Author(s):  
Bárbara Guzmán ◽  
Cristina Rodríguez ◽  
Roberto A. Ferreira
Keyword(s):  
Mathematics Anxiety ◽  
Economic Status ◽  
Vulnerability Index ◽  
Mediating Effect ◽  
Second Grade ◽  
Mathematical Performance ◽  
Socio Economic Status ◽  
Second Grade Students ◽  
And Mathematics ◽  
The Relationship

Socio-economic status (SES) and mathematical performance seem to be risk factors of mathematics anxiety (MA) in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children (average pre-school age = 5 years, 6 months) from 12 schools in Chile, which differed in school vulnerability index (SVI), an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children’s formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA.

scholarly journals Ta’līm al-Lugah al-‘Arabiyyah bimajāl Mahārah al-Qirā’ah wa al-Kitābah

2021 ◽  
Vol 2 (1) ◽  
pp. 33-46
Author(s):  
Rizka Riyani Lutfiati ◽  
Fitri Wahyuni
Keyword(s):  
Quantitative Research ◽  
Writing Skills ◽  
Boarding School ◽  
Moderate Level ◽  
Coefficient Of Determination ◽  
Second Grade ◽  
Reading Vocabulary ◽  
Second Grade Students ◽  
The Relationship ◽  
Correlation Number

In studying language, vocabulary is the key to understand language lesson. It is similar in learning Arabic. The vocabulary is important. In learning Arabic, there four skills. They are listening, writing, reading, and speaking. All students should have a lot of vocabulary. The main purpose of this research are: (1) to describe the intensity of reading vocabulary of the second grade students at Arrisalah Islamic Boarding School, (2) to describe the writing skills of the second grade students at Arrisalah Islamic Boarding School, (3) to understand the effect of vocabulary reading intensity to improve the students’ writing skills. The quantitative research was used. The data were collected from the students and the boarding school’s information by using observation, questionnaires, test, and documentation. Meanwhile, to determine the relationship and the effect of vocabulary reading intensity on the students’ writing skills product moment correlation was used. From this research, it is known that the reading vocabulary intensity is at a moderate level with a percentage result 64.70% and the writing skills are also at a moderate level with a percentage result 52.94%. By calculating the product moment correlation between reading vocabulary intensity and writing skills, it was found that the correlation number was 0.784 and the coefficient of determination in variable of the vocabulary reading intensity affects the students’ writing skills was 63%.

The relationships among language ability, emotion regulation and social competence in second-grade students

2012 ◽  
Vol 36 (5) ◽  
pp. 398-405 ◽  
Author(s):  
W. John Monopoli ◽  
Sharon Kingston
Keyword(s):  
Sex Differences ◽  
Emotion Regulation ◽  
Social Competence ◽  
Language Ability ◽  
Receptive Vocabulary ◽  
Second Grade ◽  
Future Research ◽  
Second Grade Students ◽  
The Relationship

Relationships exist between language ability, emotion regulation, and social competence in preschool children. This study examines how these relationships function in elementary school children, and explores whether language ability partially mediates the relationship between emotion regulation and social competence. Second-grade students ( N = 67) completed an assessment of receptive vocabulary, and teachers rated emotional and social skills. Results show relationships between emotion regulation and social competence, and between language and aspects of social competence. There were compelling sex differences in the strength of the relationships between these variables. However, language did not act as a mediator. Future research should further investigate the role of language skills in social competence as children mature, and further investigate sex differences in these constructs.

As People Get Older, They Get Taller: An Integrated Unit on Measurement, Linear Relationships, and Data Analysis

2004 ◽  
Vol 10 (7) ◽  
pp. 344-351
Author(s):  
Elana Joram ◽  
Christina Hartman ◽  
Paul R. Trafton
Keyword(s):  
Fourth Graders ◽  
Linear Measurement ◽  
Second Graders ◽  
Measurement Unit ◽  
Second Grade ◽  
Second Grade Students ◽  
Linear Relationships ◽  
Measurement Units ◽  
Instructional Plans ◽  
The Relationship

When we planned an investigation in which second-grade students would examine the relationship between their own heights and those of fourth graders, we expected that the second graders would have some intuitions about the way in which height changes with age. We hoped to build on these intuitions through measuring and graphing activities. Our conversations about designing this unit began as the teacher, Chris, started to teach a unit on linear measurement. By the time we finalized our instructional plans, Chris was ready to conclude the measurement unit. Our work, therefore, was an extension of what she had taught on linear measurement; students were familiar with linear measurement units and measuring with a standard instrument.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

Primary education students' experience of the expressiveness of authentic modes in Gregorian chant

2020 ◽  
Vol 22 ◽  
Author(s):  
Tihomir Prša ◽  
Jelena Blašković
Keyword(s):  
Primary Education ◽  
Fourth Grade ◽  
Second Grade ◽  
Gregorian Chant ◽  
Musical Structure ◽  
Education Students ◽  
School Year ◽  
Second Grade Students ◽  
Fourth Grade Students ◽  
The Church

Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education

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