scholarly journals Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability Across Early Grades

2018 ◽  
Vol 84 (3) ◽  
pp. 298-311 ◽  
Author(s):  
Tuire Koponen ◽  
Mikko Aro ◽  
Anna-Maija Poikkeus ◽  
Pekka Niemi ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Fourth Graders ◽  
Strong Stability ◽  
Second Graders ◽  
Second Grade ◽  
Close Monitoring ◽  
Math Skills ◽  
Reading And Math ◽  
Low Performance ◽  
The Stability ◽  
Dysfluent Reading

We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample ( N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance in the other. Comorbid difficulties had somewhat higher prevalence in third and fourth graders than in first and second graders. The stability of comorbid difficulties was found to be established from Grade 2 onward, but the stability of single difficulties increased steadily across grades. Overall, the findings emphasize the relatively strong stability of comorbid difficulties after the second grade and underscore the need for close monitoring of, and support for, both skills as opposed to just one.

Elementary school teachers adapt their instructional support according to students’ academic skills

2015 ◽  
Vol 39 (5) ◽  
pp. 391-401 ◽  
Author(s):  
Noona Kiuru ◽  
Jari-Erik Nurmi ◽  
Esko Leskinen ◽  
Minna Torppa ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Elementary School Teachers ◽  
Instructional Support ◽  
Subsequent Development ◽  
First Grade ◽  
Academic Skills ◽  
Second Grade ◽  
Math Skills ◽  
Reading And Math ◽  
And Mathematics ◽  
Reading And Mathematics

This study examined the longitudinal associations between children’s academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they gave each child in reading and mathematics. The results showed that the poorer the student’s reading and math skills were, the more support and attention the student received from his or her teacher later on. However, instructional support did not contribute positively to the subsequent development of the students’ academic skills. The person-oriented analyses showed that a relatively small group of children, that is, those showing the poorest academic skills, received the largest dose of teacher support, both with respect to reading and mathematics.

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.

scholarly journals Overview of Effect of Game Means on Dynamics of Strength Development in Junior Girls

2017 ◽  
Vol 17 (1) ◽  
pp. 16-20
Author(s):  
T. Yu. Nikitenkova ◽  
S. I. Marchenko
Keyword(s):  
Fourth Graders ◽  
Fourth Grade ◽  
Second Graders ◽  
Third Graders ◽  
Second Grade ◽  
Strength Development ◽  
Moderate Pace ◽  
The Third ◽  
Muscle Groups ◽  
Motion Mode

The research objective is to analyze the effect of game means on the dynamics of strength development in the second-, third- and fourth-grade girls.Materials and methods: the participants in the study were 104 schoolgirls: 32 – second-graders, 32 – third-graders, and 40 – fourth-graders. To achieve the tasks set, the research used the following methods: theoretical analysis and summary of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics.Results: the results of the analysis of variance in correlating the data indicate to what degree various game modes influence the development of strength abilities in the second-, third- and fourth-grade girls. The study observed the strongest effect of the factor in the second-grade girls in the second group – 88.7%, fourth group – 90%, sixth group – 85.4%, and eighth group – 76.4%. The third-grade girls demonstrated the strongest effect of the factor in the eighth group – 82.7%. The fourth-grade girls showed the strongest effect of the motion mode in the sixth group – 74.8% and in the eighth group – 69.7%.Conclusions: It is advisory to use small loads and bodyweight exercises when developing strength abilities in junior girls. Games are performed at a quick and moderate pace. Games should be diverse to involve different muscle groups. The number of games can vary from four to eight depending on the level of physical development and physical preparedness of the schoolers. 

scholarly journals Quantitative Analysis of Heterogeneity in Academic Achievement of Children With Autism

2018 ◽  
Vol 7 (2) ◽  
pp. 362-380 ◽  
Author(s):  
Lang Chen ◽  
Daniel A. Abrams ◽  
Miriam Rosenberg-Lee ◽  
Teresa Iuculano ◽  
Holly N. Wakeman ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Clinical Population ◽  
Extensive Literature ◽  
Math Skills ◽  
Children With Asd ◽  
Reading And Math ◽  
The Stability

Autism spectrum disorders (ASD) represent a quintessential example of a clinical population with diverse symptom presentations and marked variation in cognitive abilities. However, the extensive literature lacks rigorous quantitative procedures for characterizing heterogeneity of cognitive abilities in these individuals. Here we employ novel clustering and cross-validation procedures to investigate the stability of heterogeneous patterns of cognitive abilities in reading and math in a relatively large sample ( N = 114) of children with ASD and matched controls ( N = 96). Our analysis revealed a unique profile of heterogeneity in ASD, consisting of a low-achieving subgroup with poor math skills compared with reading and a high-achieving subgroup who showed superior math skills compared with reading. Verbal and central executive working memory skills further differentiated these subgroups. Findings provide insights into distinct profiles of academic achievement in children with ASD, with implications for educational practice and intervention, and provide a novel framework for quantifying heterogeneity in the disorder.

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.

Internalizing Behavior During the Transition from Childhood to Adolescence

2010 ◽  
Vol 26 (3) ◽  
pp. 187-193 ◽  
Author(s):  
Marc Vierhaus ◽  
Arnold Lohaus ◽  
Indra Shah
Keyword(s):  
Research Design ◽  
Internalizing Symptoms ◽  
Fourth Graders ◽  
Cross Sectional Study ◽  
Second Graders ◽  
Internalizing Behavior ◽  
Longitudinal Assessment ◽  
Sectional Study ◽  
Cross Sectional ◽  
The One

This investigation focuses on the question whether assessments of the development of internalizing behavior from childhood to adolescence are affected by the kind of research design (longitudinal versus cross-sectional). Two longitudinal samples of 432 second-graders and 366 fourth graders participated in a longitudinal study with subsequent measurements taken 1, 2, and 3 years later. A third sample consisting of 849 children covering the same range of grades participated in a cross-sectional study. The results show that the development of internalizing symptoms in girls – but not in boys – varies systematically with the research design. In girls, there is a decrease of internalizing symptoms (especially between the first two timepoints) in the longitudinal assessment, which may reflect, for example, the influence of strain during the first testing situation. Both longitudinal trajectories converge to a common trajectory from grade 2 to grade 7 when controlling for this “novelty-distress effect.” Moreover, when we control this effect, the slight but significant decrease characterizing the common trajectory becomes similar to the one obtained in the cross-sectional study. Therefore, trajectories based on longitudinal assessments may suggest more changes with regard to internalizing symptoms over time than actually take place, while trajectories based on cross-sectional data may be characterized by an increased level of internalizing symptoms. Theoretical and practical implications of these results are discussed.

scholarly journals Examining Second Graders’ Healthy Food Choices: Through Literacy and Active Learning

2019 ◽  
Vol 12 ◽  
pp. 117863881983906
Author(s):  
Elsie Lindy Olan ◽  
Laurie O. Campbell ◽  
Shiva Jahani
Keyword(s):  
Active Learning ◽  
Health Knowledge ◽  
Food Choices ◽  
Second Graders ◽  
Healthy Food ◽  
Second Grade ◽  
Post Intervention ◽  
Literacy Environment ◽  
Second Grade Students ◽  
Alternative Approach

The purpose of this study was to investigate the implementation of a nutrition module and activities ( Go, Slow, Whoa) in a literacy environment through an active learning approach. Second graders (N = 85) from diverse socioeconomic status (SES) areas completed the 12-week program. The participants’ perceptions of healthy food choices were measured both pre- and post-intervention. Students met for 30 minutes twice a week, to complete 5-lessons from a Coordinated Approach to Child Health ( CATCH) nutrition module and activities ( Go, Slow, Whoa). Measures were taken both pre- and post-intervention ( Food Fury Quiz) to distinguishing between healthy and unhealthy foods (images). There was a statistically significant improvement ( t = 12.16, df =84, P = .000) from pretest ( M = 19.06, SD = 3.13) and posttest ( M = 23.34, SD = 0.48) scores. Administering a healthy food choice curriculum through literacy and active learning provides an alternative approach to improving health knowledge among second grade students.

scholarly journals Components of Reading Skill in Postkindergarten Precocious Readers and Level-Matched Second Graders

1993 ◽  
Vol 25 (2) ◽  
pp. 181-208 ◽  
Author(s):  
Nancy Ewald Jackson ◽  
Gary W. Donaldson ◽  
Joseph R. Mills
Keyword(s):  
Word Reading ◽  
Word Identification ◽  
Second Graders ◽  
Second Grade ◽  
Developing Readers ◽  
Component Skills ◽  
Multiple Indicator ◽  
Text Reading ◽  
Disabled Readers ◽  
Average Readers

Precocious readers are children who have made exceptionally rapid progress in beginning literacy. This study of precocious readers was designed to describe their skills in two ways: (a) by identifying any special strengths or weaknesses in precocious readers' component skills, relative to the skills of older but less rapidly developing readers, and (b) by identifying the extent to which individual differences in the skill patterns of precocious readers are multidimensional. The cognitive, word-reading, and text-reading skills of 116 postkindergarten precocious readers were compared with those of 123 second graders, mostly above-average readers, who were matched with the precocious readers on reading comprehension level. The two groups were compared using multiple-indicator modeling techniques. The same factor pattern accounted for the performance of both groups on a set of 29 measures. Therefore, comparisons of factor mean levels and factor covariances were interpretable. No meaningful weaknesses were identified in the average skill pattern of postkindergarten precocious readers. Their strengths tended to mirror weaknesses often identified among disabled readers. Precocious readers are especially rapid text readers, and they also are accurate identifiers of individual words, able to draw on strong phonological analysis skills as well as orthographic processes. However, covariances between orthographic and phonological word identification and between oral text-reading accuracy and effectiveness were lower for precocious than for second-grade readers, suggesting a diversity of skill patterns among highly able beginning readers.

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