Variability in Age and Experience among Blind Students Using Basal Reading Materials

1980 ◽  
Vol 74 (4) ◽  
pp. 147-150
Author(s):  
Hilda Caton ◽  
Earl Rankin
Keyword(s):  
Grade Level ◽  
Reading Programs ◽  
Chronological Age ◽  
Basal Reading ◽  
Basal Reader ◽  
Significant Variability ◽  
Grade Levels ◽  
Reading Materials ◽  
Blind Children ◽  
Blind Students

This study was designed to identify various problems encountered by children who read braille and use conventional basal reading programs transcribed into that medium. It was hoped that this information could be used to improve methods of teaching blind children to read and to help design more suitable reading materials for them. The results showed educationally significant variability in chronological age, years in school and grade level for blind children using basal reader materials designed for sighted readers at specific grade levels.

Anaphora in Basal Reader Selections: How Frequently do They Occur?

1987 ◽  
Vol 19 (2) ◽  
pp. 141-158 ◽  
Author(s):  
James F. Baumann
Keyword(s):  
Grade Level ◽  
Expository Text ◽  
Sixth Grade ◽  
Descriptive Statistics ◽  
Personal Pronouns ◽  
Inferential Statistics ◽  
Basal Reader ◽  
Descriptive Research ◽  
Grade Levels ◽  
Total Pool

Basal reader excerpts were examined for the frequency with which various forms of anaphora occur. Two 1,000-word narrative and two 1,000-word expository excerpts were selected from the second-, fourth-, and sixth-grade levels of four popular basal reader series. This resulted in a total pool of 48,000 running words (12,000 for each publisher, 16,000 at each grade level, and 24,000 for each genre). A slightly modified version of the Baumann and Stevenson (1986a) taxonomy of anaphora was used to calculate frequencies per 1,000-word excerpt for various types of noun, verb, and clause substitutes. Inferential statistics indicated that (a) anaphora frequency did not differ as a function of grade level of text, (b) anaphora occurred more frequently in narrative than in expository text, (c) anaphora differed as a function of publisher, and (d) grade level, genre, and publisher did not interact in any way. Descriptive statistics revealed that (a) noun substitutes comprised the majority of all anaphora forms, (b) pronouns constituted the most frequently occurring form of noun substitute, and (c) personal pronouns accounted for the majority of all anaphora. These findings were interpreted in relation to prior descriptive research on anaphora. Implications for research are discussed.

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

scholarly journals Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 63-83
Author(s):  
Rebecca Hite
Keyword(s):  
Grade Level ◽  
Physical Science ◽  
Earth Science ◽  
Qualitative Content Analysis ◽  
White Male ◽  
Sixth Grade ◽  
School Students ◽  
Science Textbooks ◽  
Grade Levels ◽  
Images Of Scientists

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

scholarly journals DESIGNING LIFE SKILL – BASED ENGLISH READING MATERIALS FOR SECOND GRADE STUDENTS OF SMA NEGERI 1 PRINGGASELA

2020 ◽  
Vol 6 (2) ◽  
pp. 297-322
Author(s):  
Sutarman Sutarman ◽  
Ari Saputra ◽  
Syamsurrijal Syamsurrijal
Keyword(s):  
Grade Level ◽  
Second Grade ◽  
Life Skill ◽  
Second Grade Students ◽  
English Reading ◽  
Open Questions ◽  
Reading Materials ◽  
Designed Materials ◽  
Teacher's Manual ◽  
Readability Level

This research aims to: developing life skill-based English reading materials design for the second grade students  of SMA NEGERI 1 PRINGGASELA. The design used in this research is report design by using R&D ( Research and Development ) approach. The subjects of this research are the second grade students of SMA Negeri 1 Pringgasela in academic year 2016/2017. There are 35 students. In collecting data, the researcher uses two steps. First, the researcher distributed questionnaires into the students. Second, the researcher gathers data for conducting evaluation, opinion and suggestion from an English Teacher of SMAN 1 Pringgasela and an expert of designed materials. All responses and comments to the open questions were reviewed and grouped into some meaningful categories as they provide useful information for revising the product.        To determine the readability level of the texts used in new developed reading materials, the following are the categories of readability level and reader grade level according to Flesch Readability East Formula and Flesch-Kincaid Grade Level. Scores between 90.0 and 100.0, considered easily understandable. Scores between 60.0 and 70.0, considered easily understood. Scores between 0.0 and 30.0, considered easily understood. The final product of the materials consists of a course material of Life Skill Based English Material and a teacher’s manual. Whole Language Reading provides rich input of reading strategies, variety of topics, concepts, texts, activities, tasks, and evaluations. Using this material makes reading more holistic and meaningful as it provides integration across language skills and subject areas. Educational institutions need to provide a rich learning environment with a variety of reading sources, print and digital to provide opportunities for students to choose and determine reading materials that suit their needs.

Relationships between Visual Acuity, Reading Mode, and School Systems for Blind Students

1979 ◽  
Vol 46 (3) ◽  
pp. 186-191 ◽  
Author(s):  
Deborah Hill Willis
Keyword(s):  
Visual Acuity ◽  
Grade Level ◽  
Educational Program ◽  
Object Perception ◽  
School Systems ◽  
Primary Reading ◽  
Printing House ◽  
Blind Students

The relationships among visual acuity, reading mode, grade level, and type of educational program for blind students were examined in this study. The data were obtained from the 1976 registration of legally blind students through the American Printing House for the Blind. This study replicated previous studies based on data for 1960, 1963, 1966, 1969, and 1972, making possible a study of the 1976 population as well as trends. The proportion of students using auditory material increased in all the visual categories and nearly doubled for students with object perception or better since the study in 1972. The percentage of students reading printed material increased slightly, while the use of braille as a primary reading mode decreased significantly between 1972 and 1976.

Spatial Representation in Blind Children. 1: Development Compared to Sighted Children

1980 ◽  
Vol 74 (10) ◽  
pp. 381-385 ◽  
Author(s):  
Janet F. Fletcher
Keyword(s):  
Spatial Representation ◽  
Cognitive Map ◽  
Age Group ◽  
Blind Children ◽  
Better Than ◽  
Model Room ◽  
Blind Students

Studies of the development of spatial representation have led to blind children being characterized as deficient, inefficient, or different when compared to sighted children. The study described in this article involved 68 blind and blindfolded sighted students who explored a real or model room, either freely or guided along a predetermined route. The subjects then were questioned about the position of furniture in the room. Some questions could be answered from memory of the route traversed; others required the formation of a cognitive map for their solution. Data were analyzed in terms of the proportion of each type of question correctly answered by each age group. As a group, sighted students performed better than blind students. However, some blind students performed as well as the sighted students. The results of the study show the deficiency theory to be untenable, but do not provide conclusive support for either the inefficiency or difference theories.

Investigating “Problem-Solving With Datasets” as an Implementation of Computational Thinking: A Literature Review

2019 ◽  
Vol 58 (2) ◽  
pp. 502-534
Author(s):  
Burcu Berikan ◽  
Selçuk Özdemir
Keyword(s):  
Problem Solving ◽  
Grade Level ◽  
Instructional Methods ◽  
Computational Thinking ◽  
Conceptual Structure ◽  
Instructional Tools ◽  
New Approach ◽  
Data Literacy ◽  
Grade Levels ◽  
Academic Publications

This study aims to investigate problem-solving with dataset (PSWD) as a computational thinking learning implementation as reflected in academic publications. Specifically, the purpose is to specify the scope of PSWD, which overlaps with the data literacy, thinking with data, big data literacy, and data-based thinking concepts in the literature. Subaims of the study are to identify the conceptual structure of PSWD based on definitions in academic publications and to classify the reasons given in the literature to show the need for PSWD. For the purposes to investigate PSWD conceptually, to classify the reasons given for the need for PSWD, the obtained 54 publications were analyzed via content analysis. Moreover, this study investigates the most frequently suggested or used teaching strategies (in terms of instructional methods, instructional tools, and grade level) for PSWD in the literature. The frequencies of used words in selected publications referring instructional methods, instructional tools, and grade levels were shown in the findings of study. The importance of the study stems from its focus on a new approach to computational thinking instructional implementation.

A Developmental View of Children's Behavioral Tolerance

1985 ◽  
Vol 10 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Joan S. Safran ◽  
Stephen P. Safran
Keyword(s):  
Problem Behaviors ◽  
Grade Level ◽  
Specific Problem ◽  
Sixth Graders ◽  
Future Research ◽  
Behavioral Tolerance ◽  
Older Children ◽  
Behaviorally Disordered ◽  
Grade Levels ◽  
Grade Level Differences

The purpose of this study was to assess children's tolerance of specific problem behaviors and to determine if differences in grade levels existed. The Children's Tolerance Scale (CTS) was completed by 469 third to sixth graders. A one-way multivariate analysis of variance yielded significant grade level differences (p < .001), with older children generally the most tolerant. The more outer-directed behaviors (Negative Aggressive and Poor Peer Cooperation) were rated as most disturbing. Implications for mainstreaming behaviorally disordered students and future research are discussed.

Readability of Waiver of Liability Forms Used in Collegiate Intramural and Recreational Sports Programs

2003 ◽  
Vol 27 (2) ◽  
pp. 37-46 ◽  
Author(s):  
Benjamin J. White ◽  
Bradley J. Cardinal
Keyword(s):  
Grade Level ◽  
Ninth Grade ◽  
Reading Level ◽  
Recreational Sports ◽  
Intended Audience ◽  
Moderating Variables ◽  
Grade Levels ◽  
Sports Programs ◽  
Micro Power ◽  
Grade Reading Level

Waiver of liability forms should be written at a reading level consistent with that of the intended audience. On average, students read three grade levels below the last grade they completed in school. Therefore, waivers should be written no higher then the ninth-grade level. The main goal of this study was to assess the reading level of intramural and recreational sport waiver of liability forms, compared to the ninth-grade level. Nine NIRSA member schools and nine non-NIRSA member schools were randomly selected from each of NIRSA's six regions. Readability was assessed using the Readability Calculation software (Micro Power & Light, Dallas, TX) for MacIntosh. A one-sample t-test was performed to compare the forms to the ninth-grade reading level. Forms were written significantly higher than the ninth-grade level (t[26]=14.53, p<.0001). An analysis of variance was performed to assess possible moderating variables. No significant differences were found. Font size was also measured, and forms were found to have been written at a significantly higher level then the recommended 12-point font (t[28]=-2.88, p<.01). This study brings into question the efficacy of waiver of liability forms used in many collegiate/university intramural and recreational sports programs.

Visual-Field Restrictions in Cases of Reading Disability

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1215-1217 ◽  
Author(s):  
Carl A. Rubino ◽  
Harold A. Minden
Keyword(s):  
Learning Disabilities ◽  
Visual Field ◽  
Reading Disability ◽  
Reading Disabilities ◽  
Grade Level ◽  
Summer Camp ◽  
Peripheral Visual Field ◽  
Chronological Age ◽  
Central Visual Field ◽  
Visual Field Deficits

23 children who were attending a summer camp for children with learning disabilities and who demonstrated a reading disability at least one grade level below that expected on the basis of chronological age were selected for study. Peripheral visual-field limits were tested for both nasal and temporal fields in both eyes. Testing also took place for central visual field deficits. With very few exceptions the visual field limits were in the range of the accepted norm. 10 randomly selected Ss were retested and the results proved to be reliable as there were no significant differences on first and second testing. It was suggested that an additional study is required which should include a group of children with no reading disabilities.

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