The Effects of Story Mapping Instruction on the Reading Comprehension of Students with Behavioral Disorders

2000 ◽  
Vol 25 (3) ◽  
pp. 239-258 ◽  
Author(s):  
Allison E. Babyak ◽  
Mark Koorland ◽  
Patricia G. Mathes
Keyword(s):  
Reading Comprehension ◽  
Behavioral Disorders ◽  
Repeated Measures ◽  
Narrative Text ◽  
Upper Elementary ◽  
Multiple Baseline ◽  
Future Research ◽  
School Students ◽  
Upper Elementary School ◽  
Story Mapping

A repeated measures multiple baseline across subjects design was used to evaluate the effects of story mapping instruction on the reading comprehension of four upper-elementary school students with behavioral disorders. Individually administered story mapping instruction focused on teaching students to identify the characters, setting, problems, events, and outcomes inherent in narrative text. Over all, story mapping instruction improved students' abilities to comprehend narrative text. Performance on comprehension questions related to story settings, problems, and major events showed the greatest improvement, although proficiency in identifying story settings for all students and problems for two of the four was not demonstrated. Limitations of the study and suggestions for future research are discussed.

Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties

2020 ◽  
Vol 53 (3) ◽  
pp. 199-212
Author(s):  
Daniel R. Wissinger ◽  
Susan De La Paz
Keyword(s):  
Strategy Instruction ◽  
Upper Elementary ◽  
Future Research ◽  
Writing Intervention ◽  
Historical Writing ◽  
School Students ◽  
Writing Difficulties ◽  
Upper Elementary School ◽  
Teachers And Students ◽  
Business As Usual

This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were randomly assigned to I3C/PROVE IT! or business-as-usual conditions and then provided instruction on reading historical documents and writing evidence-based arguments. Findings indicated that over a period of almost 3 months, the historical writing growth trajectories of students with WD in I3C/PROVE IT! classrooms were significantly greater than their peers in business-as-usual classrooms. Significant findings favoring I3C/PROVE IT! students also generalized to domain-general measures. This study provides evidence for the benefits of discipline-specific interventions in social studies for students with WD. Limitations and directions for future research are discussed.

Accelerometry and Self-Report Are Congruent for Children’s Moderate-to-Vigorous and Higher Intensity Physical Activity

2021 ◽  
pp. 1-8
Author(s):  
Claudio R. Nigg ◽  
Xanna Burg ◽  
Barbara Lohse ◽  
Leslie Cunningham-Sabo
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
Fourth Grade ◽  
Assessment Method ◽  
Self Report ◽  
Upper Elementary ◽  
Upper Elementary School ◽  
Intensity Physical Activity

Purpose: This study used different analytic approaches to compare physical activity (PA) metrics from accelerometers (ACC) and a self-report questionnaire in upper elementary youth participating in the Fuel for Fun intervention. Methods: The PA questionnaire and ACC were assessed at baseline/preintervention (fall fourth grade), Follow-up 1/postintervention (spring fourth grade), and Follow-up 2 (fall fifth grade) of 564 fourth grade students from three elementary schools (50% females, 78% White, and 28% overweight or obese). Different analytic approaches identified similarities and differences between the two methods. Results: On average, self-report was higher than ACC for vigorous PA (range = 9–15 min/day), but lower than ACC for moderate PA (range = 24–30 min/day), light PA (range = 30–36 min/day), and moderate-to-vigorous physical activity (MVPA; range = 9–21 min/day). Spearman’s correlations for vigorous PA (.30, .26, and .32); moderate PA (.12, .13, and .14); and MVPA (.25, .25, and .24) were significant at each time point (all ps ≤ .01), whereas correlations for light PA were not significant (.06, .04, and .07; all ps > .05). In repeated-measures analyses, ACC and questionnaire measures were significantly different from each other across the three time points; however, change difference of the two measures over time was only 5.5 MVPA min/day. Conclusions: The PA questionnaire and ACC validated each other and can be used to assess MVPA in upper elementary school children in a similar population to the current study. However, each assessment method captures unique information, especially for light-intensity PA. Multiple PA measurement methods are recommended to be used in research and application to provide a more comprehensive understanding of children’s activity.

scholarly journals The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Katherine A. Ayers ◽  
Katherine Wade-Jaimes ◽  
Lei Wang ◽  
Robyn A. Pennella ◽  
Stanley B. Pounds
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Upper Elementary ◽  
School Students ◽  
Upper Elementary School

Cooperative Story Mapping

1997 ◽  
Vol 18 (1) ◽  
pp. 20-27 ◽  
Author(s):  
Patricia G. Mathes ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Cooperative Learning ◽  
Reading Instruction ◽  
Narrative Text ◽  
Class Discussion ◽  
Story Grammar ◽  
Story Mapping ◽  
Comprehension Development ◽  
Broad Consensus

There is broad consensus that the ultimate goal of all reading instruction is to produce competent readers who comprehend what they read. This article describes one technique designed to promote greater reading comprehension development in students at various points along the reading achievement continuum. We call this technique cooperative story mapping. Cooperative story mapping combines the use of a story grammar strategy with cooperative learning procedures to create an activity in which all students are actively engaged in analyzing and discussing stories. Cooperative story mapping encourages students to interact with each other to share and extend their understanding of narrative text. This interaction is then expanded through whole class discussion. The result, we believe, is greater overall comprehension development.

Upper Elementary School Student Attitudes Toward Physical Education

2015 ◽  
Vol 34 (3) ◽  
pp. 461-473 ◽  
Author(s):  
Sharon R. Phillips ◽  
Stephen Silverman
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Elementary School Students ◽  
Student Attitudes ◽  
Factor Model ◽  
Upper Elementary ◽  
School Students ◽  
Upper Elementary School ◽  
Affect And Cognition ◽  
Model Affect

This study examined the attitudes of upper elementary school students toward physical education. Fourth and fifth grade students (N = 1344) from 13 school districts, 17 schools, and five states completed an attitude instrument with scores that had been previously validated for a two factor model (affect and cognition) and a four factor model (affect and cognition with the subfactors of teacher and curriculum). For the four factor model, there was a difference between grades for both affect-curriculum and affect-teacher (F(1, 1340) = 6.25, p < .01, ηp2 = .005). Similarly, for the two factor model the affect variable was different between grades, indication that as students age their affect toward physical education decreases (F(1, 1341)= 48.65, p < .001, ηp2 = .035). This study suggests that upper elementary school students have an overall favorable attitude toward physical education, impacted by how they think and feel about the curriculum and teacher.

scholarly journals Development of Hockey Game and Model for Learning Physical Education in Children’s Elementary School

2020 ◽  
Vol 60 (2) ◽  
pp. 133-145
Author(s):  
Nuzulla Saputri ◽  
Suharjana
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Upper Elementary ◽  
Game Model ◽  
Water Pipe ◽  
School Students ◽  
Movement Coordination ◽  
Small Ball ◽  
Upper Elementary School ◽  
Hockey Game

SummaryThe purpose of this study is to develop tools and products for the hockey water pipe (PSA) game model in order to overcome the problem of limited facilities and infrastructure and improve students’ movement coordination skills and increase the variety of small ball games. This research is a research and development (RnD) that refers to Sugiyono’s (2013) theory which is product oriented. The results of this study have been found (1) the Hockey PSA game model can attract the attention of upper elementary school students to get to know the Hockey game (2) The Hockey PSA game model can add variety to the game for teachers who teach upper grade elementary school children (3) the game model PSA Hoki can express the imagination of upper elementary school students in the combination of modification of tools and games with the results of the affective aspects of the trial that is the aspect of students willing to play again obtained a percentage of 92.08% (very feasible). The conclusion of this research is the Hockey PSA game model can overcome the problem of limited facilities and infrastructure improve student movement coordination and increase the variety of small ball game material.

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