Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series

2017 ◽  
Vol 51 (4) ◽  
pp. 315-319 ◽  
Author(s):  
David L. Coker ◽  
Young-Suk Grace Kim
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Written Expression ◽  
School Students ◽  
Students At Risk ◽  
Writing Difficulties ◽  
Special Series ◽  
Effective Interventions ◽  
Critical Issues

In this introduction to the special series “Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression,” we consider some of the contextual factors that have changed since a similar special issue was published in the Journal of Learning Disabilities in 2002. We also explore how the five articles included in this special series address the following important themes: early writing development, identification of students with writing difficulties, and effective interventions for struggling writers. In conclusion, we envision future directions to advance the field.

scholarly journals Indicators of Resiliency Among Urban Elementary School Students At-Risk

2015 ◽  
Author(s):  
John Rausch ◽  
Cheryl Lovett ◽  
Christopher Walker
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Drop Out ◽  
Fifth Grade ◽  
Risk Environment ◽  
School Students ◽  
Students At Risk ◽  
Drop Out Rate ◽  
Urban Elementary School

This study was designed to investigate the phenomenon of resiliency among urban elementary school students in an at-risk environment. In contrast with previous studies narrowly focused upon the identification of risk factors, this study utilized a phenomenological qualitative approach to investigate indicators of resiliency from both individual and contextual perspectives. The narrative descriptions of 25 elementary school students in an at-risk environment were analyzed. The results indicated that the participants had strong individual and contextual resiliency indicators through the fifth grade despite being educated in a school district with almost a 60% drop-out rate before high school graduation.

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

scholarly journals Prediction of Children’s Blood Lead Levels from Exposure to Lead in Schools’ Drinking Water—A Case Study in Tennessee, USA

Water ◽  
2020 ◽  
Vol 12 (6) ◽  
pp. 1826 ◽  
Author(s):  
Dave DeSimone ◽  
Donya Sharafoddinzadeh ◽  
Maryam Salehi
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Drinking Water ◽  
Secondary School ◽  
Elementary School Students ◽  
Secondary School Students ◽  
Lead Concentration ◽  
School Students ◽  
Concentration Data ◽  
Soil Lead

Lead (Pb) exposure can delay children’s mental development and cause behavioral disorders and IQ deficits. With children spending a significant portion of their time at schools, it is critical to investigate the lead concentration in schools’ drinking water to prevent children’s exposure. The objectives of this work were to predict students’ geometric mean (GM) blood lead levels (BLLs), the fractions of at-risk students (those with BLLs > 5 μg/dL), and the total number of at-risk students in one Tennessee school district. School drinking water lead concentration data collected in 2019 were input into the Integrated Exposure Uptake Biokinetic (IEUBK) model and the Bowers’ model to predict BLLs for elementary school students and secondary school students, respectively. Sensitivity analyses were conducted for both models. Drinking water concentrations were qualitatively compared with data collected in 2017. Two scenarios were evaluated for each model to provide upper and median estimates. The weighted GM BLL upper and median estimates for elementary school students were 2.35 μg/dL and 0.99 μg/dL, respectively. This equated to an upper estimate of 1300 elementary school students (5.8%) and a median estimate of 140 elementary school students (0.6%) being at risk of elevated BLLs. Similarly, the weighted GM BLL upper and median estimates for secondary school students were 2.99 μg/dL and 1.53 μg/dL, respectively, and equated to an upper estimate of 6900 secondary school students (13.6%) and a median estimate of 300 secondary school students (0.6%) being at risk of elevated BLLs. Drinking water remediation efforts are recommended for schools exhibiting water lead concentrations greater than 15 μg/L. Site-specific soil lead concentration data are recommended since the IEUBK was deemed sensitive to soil lead concentrations. For this reason, soil lead remediation may have a greater impact on lowering children’s BLLs than drinking water lead remediation. Remediation efforts are especially vital at elementary schools to reduce the population’s baseline BLL and thus the BLL projected by Bowers’ model.

Reflective Spelling Strategies for Elementary School Students with Severe Writing Difficulties: A Case Study

2002 ◽  
Vol 25 (3) ◽  
pp. 189-207 ◽  
Author(s):  
Hanna S. Mäki ◽  
Marja M. S. Vauras ◽  
Seppo Vainio
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Phase Transfer ◽  
Strategy Instruction ◽  
Treatment Phase ◽  
Computer Assisted ◽  
School Students ◽  
Writing Difficulties ◽  
Teachers And Parents

A case study with two Finnish 10-year-old boys evaluated an intervention designed to promote the spelling skills of elementary school students with severe writing difficulties. The intervention comprised strategy instruction, procedural facilitation, and computer-assisted tutoring. Transfer was facilitated by involving teachers and parents. The results showed gains in spelling accuracy, spelling revision skills, decoding accuracy, and knowledge about the writing process from baseline to post-treatment phase. Transfer, parents' and teachers' participation, and the stability of intervention effects over a six-month follow-up period are discussed.

scholarly journals Perilaku Bullying Fisik Dan Lokasi Kejadian Pada Siswa Sekolah Dasar

2019 ◽  
Vol 10 (1) ◽  
pp. 135
Author(s):  
Yulastri Arif ◽  
Dwi Novrianda
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Rural Areas ◽  
Random Sampling ◽  
Physical Violence ◽  
Sampling Technique ◽  
School Students ◽  
Bullying Behavior ◽  
Physical Bullying

ABSTRAK  Perilaku kekerasan fisik pada anak dewasa ini telah menjadi issue strategis di Indonesia,baik dikota-kota besar maupun dipedesaan, namun belum ada angka pasti tentang berapa besar prevalensi kejadiannya terutama yang dialami siswa sekolah dasar. Tujuan.penelitian ini untuk mengidentifikasi perilaku bullying fisik pada siswa sekolah dasar dan  lingkungan sekolah yang berisiko sebagai lokasi perlakuan bullying.Desain penelitian berupa survey dengan subjek siswa kelas IV-VI sekolah dasar negeri dan swasta di Kota Padang. Penelitian berlangsung pada bulan Sepetember sampai November 2016. Tehnik pengambilan sampling dilakukan dengan proporsional random sampling dengan jumlah total sampel 202 siswa. Hasil penelitian ditemukan delapan tindakan fisik yang diterima siswa sekolah dasar korban bullying yaitu : dipukul, didorong, digigit, dijambak, ditendang, dikunci di  kelas, dicubit, diambil barang, dan dicakar. Lingkungan sekolah yang teridentifikasi sebagai tempat tindakakan bullying ada di lima lokasi yaitu  ruang kelas, lokasi istirahat, kantin, kamar mandi dan saat berangkat ke sekolah. Jadi dapat disimpulkan tindakan Bullying fisik yang paling banyak diterima siswa SD Negeri 13 Ulak Karang, SD Negeri 1 Air Tawar, SD Pertiwi dan SD Aisyah kota Padang adalah dicubit, ditendang dan dipukul, sedangkan perilaku fisik berupa digigit merupakan proporsi yang paling rendah dan lingkungan sekolah yang paling berisiko tempat terjadinya tindakan kekerasan adalah dikamar mandi.Kata kunci : Bullying fisik, sekolah dasar, lokasi tindakan kekerasan Physical Bullying Behavior and Location of Events in Elementary School Students ABSTRACT  Today's physical violence behavior has become a strategic issue in Indonesia, both in big cities and in rural areas, but there is no exact figure about the prevalence of the incidence, especially for primary school students. The purpose of this study is to identify physical bullying behavior in elementary school students and at risk school environments as the location of bullying treatment.The research design was in the form of a survey with the subject of grade IV-VI students from public and private elementary schools in the city of Padang. The study took place from September to November 2016. The sampling technique was carried out by proportional random sampling with a total sample of 202 students. The results of the study found eight physical actions received by elementary school students who were victims of bullying, namely: being beaten, pushed, bitten, grabbed, kicked, locked in class, pinched, taken, and scratched. The school environment identified as a place for bullying acts is in five locations, namely classrooms, resting locations, canteens, bathrooms and when going to school. So it can be concluded that the physical bullying that is most accepted by students at SD Negeri 13 Ulak Karang, SD Negeri 1 Air Tawar, SD Pertiwi dan SD Aisyah in Padang is pinched, kicked and beaten, while the physical behavior of being bitten is the lowest proportion and environment the school most at risk of the occurrence of acts of violence is in the bathroom. Keywords: Physical bullying, elementary school, location of acts of violence

Sign in / Sign up

Export Citation Format

Share Document