Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities

1996 ◽  
Vol 63 (1) ◽  
pp. 117-130 ◽  
Author(s):  
Rollanda E. O'Connor ◽  
Angela Notari-Syverson ◽  
Patricia F. Vadasy
Keyword(s):  
Skill Development ◽  
Inservice Training ◽  
Kindergarten Children ◽  
Classroom Teachers ◽  
Reading And Writing ◽  
Mild Disabilities ◽  
Phonological Skill ◽  
Literacy Outcomes ◽  
School Year

This study was designed to test the effects of activity-based phonological instruction delivered by five classroom teachers on the phonological skill development and reading and writing outcomes of kindergarten children with ( n = 31) and without ( n = 57) disabilities, and children repeating kindergarten ( n = 19) placed in general and self-contained classes. Teachers in the treatment received 10 inservice training sessions spaced over the school year and implemented from 100 to 281 activities during the 6-month intervention. Outcomes for treated children were compared with children matched for type (general or repeating kindergartners, or children with mild disabilities) in classrooms using the same background prereading curriculum. Results suggest that intervention delivered by nonresearch personnel can be an effective way to improve the literacy outcomes of children with a broad range of ability.

scholarly journals “¿Sabés qué es…?” Explicaciones de niños tutores en torno a vocabulario no familiar. Un estudio con niños de poblaciones urbano marginadas de Argentina/ “Do you know what it is…?” Explanations of child tutors about non familiar vocabulary. A study with children from marginalized urban populations of Argentina

2017 ◽  
Vol 36 (2) ◽  
pp. 83 ◽  
Author(s):  
Florencia Alam ◽  
Maia Julieta Migdalek ◽  
María Laura Ramirez ◽  
Alejandra Stein ◽  
Celia Renata Rosemberg
Keyword(s):  
Statistical Tests ◽  
Kindergarten Children ◽  
Writing System ◽  
Older Children ◽  
Reading And Writing ◽  
School Year ◽  
Different Types ◽  
El Sistema ◽  
Nonparametric Statistical ◽  
Conversational Structure

<p><em><strong>Español</strong></em></p><p>En el presente estudio se analizan situaciones de alfabetización entre díadas de niños de 12 años, que asistían a la escuela primaria y niños de 5 años de jardín de infantes generadas en el marco del programa de niños tutores en alfabetización “De niño a niño” (Rosemberg y Alam, 2009) orientado a promover el aprendizaje de la lectura y la escritura de niños, quienes viven en poblaciones urbano marginadas de Argentina. El análisis se focaliza en las secuencias de intercambio en las que los niños mayores (tutores) explican palabras poco familiares a los niños pequeños (aprendices) durante distintos tipos de actividades: lectura de cuentos y actividades focalizadas en el sistema de escritura y el vocabulario. Durante el año escolar, se llevaron a cabo 7 sesiones y las sesiones de 8 díadas fueron filmadas y transcriptas. Se identificaron 89 secuencias donde el tutor explicaba una palabra al aprendiz. Para el análisis, se elaboró una categorización que da cuenta de la estructura conversacional de las secuencias de explicación -modalidad monologal o dialogal- y del tipo de información empleada -estrategias que recurren a aspectos semánticos y de contextualización. A fin de comparar cómo se despliegan estas secuencias en cada tipo de actividad, se emplearon pruebas estadísticas no paramétricas. Los resultados mostraron una preeminencia de la modalidad monologal y un mayor empleo de estrategias que recurren a aspectos semánticos en las situaciones de lectura. En las otras actividades de alfabetización, prevaleció la modalidad dialogal y el empleo de estrategias de contextualización.</p><p><em><strong>English</strong></em> </p><p>This study analyzes literacy situations between dyads of 12-year-olds attending primary school and 5-year-old kindergarten children generated in the framework of the “De niño a niño” program (Rosemberg &amp; Alam, 2009). The goal of this program is to promote reading and writing learning among children living in urban-marginalized populations in Argentina. The analysis focuses on the interventions used by older children (tutors) to explain unfamiliar words to younger children (apprentices) in the context of different types of activities: reading stories and activities focused on the writing system and vocabulary. During the school year, 7 sessions were held. The tutoring sessions of 8 dyads were videotaped and transcribed. Eighty-nine exchanges in which a tutor explained a word to the apprentice were identified. For the analysis, a categorization was elaborated focusing on the conversational structure of the explanation sequence modality - monologal or dialogal - and the type of information used for the explanation -strategies that resort to semantic and contextual aspects. In order to compare how these sequences were deployed in each type of activity, nonparametric statistical tests were used. The results showed a pre-eminence of the monologal modality and a greater use of strategies that resort to semantic aspects in reading situations. In the other literacy activities, the dialogal modality and the use of contextual aspects prevailed.</p>

scholarly journals Reading and writing comprehension in the mother tongue in the Romanian national assessment – objectives, tests, results

2020 ◽  
Vol 9 ◽  
pp. 20-31
Author(s):  
Biborka Szanto
Keyword(s):  
Mother Tongue ◽  
Writing Skills ◽  
Mathematical Literacy ◽  
School Students ◽  
National Assessment ◽  
Reading And Writing ◽  
School Year ◽  
Basic Competencies ◽  
Hungarian Language ◽  
Learning Language

In Romania the basic competencies (reading and writing in the student’s mother tongue and in Romanian language in the case of students studying in minority schools, mathematical literacy) of students at the end of the 2nd and 4th grade of primary education are assessed starting with the school year 2013/2014. The paper analyses the tests of the national assessment designed and applied for measuring reading and writing skills in the mother tongue (in Hungarian language). The paper concludes that the tests are not carefully designed in order the measure the most important skills and abilities at the end of the 2nd and 4th grade. The study analyses the achievement in reading and writing of 2nd and 4th grade students’ attending schools teaching in Hungarian. The analysis fills a gap, because the detailed qualitative analyses of the results of elementary school students whose learning language is Hungarian, is missing from the reports presenting the results of the national assessment. Based on the analyses of the objectives, tests and results of the national assessment for reading and writing in Hungarian, the paper formulates the questions that arise regarding the necessity of this measurement.

Test-Retest Comparisons Using the CELF-RST and BLT-2S With Kindergartners

1996 ◽  
Vol 27 (4) ◽  
pp. 324-329 ◽  
Author(s):  
Patricia A. Summers ◽  
George W. Larson ◽  
Shirley A. Miguel ◽  
Sandra L. Terrell
Keyword(s):  
Clinical Evaluation ◽  
Screening Test ◽  
Kindergarten Children ◽  
The Other ◽  
Screening Tests ◽  
Language Test ◽  
School Year ◽  
Speech Language Pathologist

The purpose of this study was to explore the performance stability of 101 kindergarten children on two commonly used screening tests: the Clinical Evaluation of Language Fundamentals-Revised Screening Test (CELF-RST) and the Bankson Language Test-Second Edition (BLT-2S). Both screening tests were administered at the beginning of the school year and again 7 months later. Several interesting findings emerged that may have significant implications for the speech-language pathologist working in the schools: (a) Children scored significantly higher on both tests during the second administration, despite the absence of any intervention from a speech-language pathologist; (b) almost one fourth of the children who failed the first test passed the second administration, despite the absence of intervention; and (3) approximately one-third of the kindergartners were inconsistently identified (i.e., passed one test but failed the other). Implications for the speech-language pathologist are discussed.

Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes

2018 ◽  
Vol 70 (5) ◽  
pp. 567-580 ◽  
Author(s):  
Randi N. Stanulis ◽  
Lindsay J. Wexler ◽  
Stacey Pylman ◽  
Amy Guenther ◽  
Scott Farver ◽  
...  
Keyword(s):  
Student Teaching ◽  
Professional Learning ◽  
Emotional Support ◽  
Study Groups ◽  
Mentor Teachers ◽  
Classroom Teachers ◽  
Student Work ◽  
School Year ◽  
Mentoring Practices ◽  
Educative Mentoring

Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. We report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although we introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped us craft the definitions we present in our findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.

Popular Media and Grade 6-12 Literacy

2021 ◽  
pp. 1-23
Author(s):  
Kelli Bippert
Keyword(s):  
Social Media ◽  
Literature Review ◽  
21St Century ◽  
Popular Media ◽  
National Standards ◽  
Classroom Teachers ◽  
Reading And Writing ◽  
Adolescent Students ◽  
Secondary Classroom ◽  
Adolescent Participation

Adolescents in the 21st century engage with popular media in a variety of ways. Adolescent students' interactions with video games, videos, social media, and other forms of popular media have become a growing topic of study among academics interested in popular media's role in in-school literacies. To complicate matters, secondary classroom teachers continue to grapple with state and national standards that address traditional reading and writing skills. This systematic literature review focuses on what articles from practitioner journals reveal about adolescent participation in popular media, and how media skills are addressed. The analysis provided here is based on a random sample of 35 articles focusing on popular media and in-school literacies.

Using Online Learning Environments With Kindergarten Children During the COVID-19 Emergency

2021 ◽  
pp. 125-143
Author(s):  
Martina Benvenuti ◽  
Augusto Chioccariello ◽  
Sabrina Panesi
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Relationships ◽  
School Children ◽  
Kindergarten Children ◽  
Classroom Teachers ◽  
Trial And Error ◽  
Teacher Interviews ◽  
Teachers And Parents ◽  
Children’S Work

This chapter explores kindergarten children's use of specific online applications such as WhatsApp and YouTube to maintain social relationships between each other and with their classroom teachers during the COVID-19 pandemic lockdown. Using Vygotskian theorisation of learning through interaction with more expert people (teachers and parents) and Leontev's theory of functional organ, this study verifies that children often learned without an expert's presence, using strategies such as trial and error and discussion, and through maintaining social relationships among themselves and with their teachers. Specifically, the study involved two Italian kindergartens (42 children) and six teachers. Analysis of the children's work and of teacher interviews shows that, during the Italian lockdown, the pre-school children used applications as learning environments in the form of functional organs, and this proved useful for carrying on kindergarten activities and for maintaining social relationships.

Building strong teacher–child relationships in today’s kindergarten classroom: Focusing on opportunities versus obstacles

2020 ◽  
Vol 18 (3) ◽  
pp. 275-286
Author(s):  
Kelley M White
Keyword(s):  
Emotional Development ◽  
Participant Observation ◽  
School Adjustment ◽  
Relationship Building ◽  
Future Research ◽  
Social And Emotional Development ◽  
Reading And Writing ◽  
Social And Emotional ◽  
School Year ◽  
Kindergarten Classroom

Research documents that young children in high-quality teacher–child relationships experience better school adjustment and are more engaged in learning. Yet, many American kindergarten (age 5) teachers report spending less time on relationship building and children’s social and emotional development given pressure to have students reading and writing fluently by the end of the school year. In an attempt to better understand the dilemma facing today’s American kindergarten teachers, the principal investigator chose to re-enter the field while on sabbatical from her position as professor at a 4-year university. Through the use of qualitative methods and participant observation, she collected data in a variety of ways. Results revealed attempts to intentionally plan for relationship building and integrate relationship building into the academic curriculum. The teacher also built relationships with students by capitalizing on small moments and following the lead of the children. The study has a variety of implications for practitioners and for future research.

Social Studies Instruction for Students with Mild Disabilities

1994 ◽  
Vol 15 (4) ◽  
pp. 227-233 ◽  
Author(s):  
Jeff Passe ◽  
John Beattie
Keyword(s):  
Social Studies ◽  
General Education ◽  
Classroom Teacher ◽  
Significant Degree ◽  
Educational Services ◽  
Classroom Teachers ◽  
Mild Disabilities ◽  
General Education Classroom ◽  
Provision Of Services ◽  
Social Studies Instruction

Students with mild disabilities are frequently served in the general education classroom. As the provision of educational services for these students involves the general education classroom teacher to a greater degree, more attention must be given to the specifics of what happens in the general education classroom. Social studies is a content area in which students with mild disabilities often have a significant degree of difficulty. The current study is concerned with this difficulty. Classroom teachers were surveyed concerning the specific instructional approaches used and/or modifications used with students with mild disabilities. The results of the survey are presented, along with some possible alternatives to the current provision of services for students with mild disabilities.

Physical Attractiveness and Popularity: A Predictive Study

1987 ◽  
Vol 60 (3) ◽  
pp. 723-726 ◽  
Author(s):  
Murray Krantz
Keyword(s):  
Social Interaction ◽  
Social Status ◽  
Physical Attractiveness ◽  
Kindergarten Children ◽  
School Year ◽  
The Family ◽  
Sociometric Choice ◽  
Highly Correlated ◽  
Predictive Study

The purpose of the study was to identify physical attractiveness as a causal antecedent to sociometric choice in kindergarten children. This required an assessment of attractiveness, unbiased by prior friendship among peers. Nominations of physical attractiveness were elicited from 48 kindergarten children and from their mothers in the family homes prior to the beginning of the school year and so prior to social interaction among peers. Social status was assessed after 5 wk. of social interaction in the kindergarten. Physical attractiveness nominations by girls were highly correlated with popularity for girls but not for boys. Attractiveness ratings by mothers of girls were highly correlated with popularity but there was no relationship for mothers of boys.

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