Reading comprehension gains in a differentiated reading intervention in Spanish based on the Simple View

2020 ◽  
pp. 026565902096798
Author(s):  
Gabriela Silva-Maceda ◽  
Blanca Flor Camarillo-Salazar
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Intervention Group ◽  
Group Versus ◽  
Control Group ◽  
Simple View ◽  
Comprehension Skill ◽  
School Year ◽  
Mixed Analysis ◽  
Post Test

This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery of a program designed to target one or both of such components. Fifty-four children from two 1st grade classrooms in a public school in Mexico were screened for difficulties in decoding and listening comprehension at the end of the school year. At the beginning of 2nd grade, 27 students identified with difficulties were randomly assigned to either an intervention ( n = 14) or a control group ( n = 13). Students selected for the targeted intervention attended the sessions aimed at their specific needs: five students with poor decoding only received the Phonological and Orthographic Awareness sessions of the intervention (9 sessions); seven students with poor listening comprehension only attended the Oral Vocabulary sessions (5 sessions); two students with mixed difficulties attended the full program (14 sessions). A 2 × 2 mixed analysis of variance showed that the interaction between the Time and Group variables had a significant effect, i.e. students in the intervention group had significantly higher scores in the post-test evaluation with respect to their baseline and compared to the growth observed in the control group. Results are discussed concerning their implications for teaching practices and for the use of strategies that target reading specific difficulties in students using both oral and written language.

scholarly journals READING NARRATIVE BY SEMANTIC MAPPING: A STRATEGY TO ENHANCE STUDENTS’ COMPREHENSION

2019 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
Durratul Hikmah ◽  
Mohammad Sofyan Adi Pranata
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Narrative Text ◽  
Semantic Mapping ◽  
Control Group ◽  
Comprehension Skill ◽  
Mapping Strategy ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

This study attempted to investigate the effectiveness of using semantic mapping strategy for improving students’ reading comprehension skill on narrative text. This study employed a quasi-experimental design by dividing the research group into control and experimental group. In this study, a pre-test and post-test experimental design with control group was used. The instruments used to collect the data were reading comprehension tests before and after the treatment.  The study was conducted at grade VIII of SMP Nurul Jadid Probolinggo at which the students were identified as having problem in comprehending English narrative text. The finding showed that semantic mapping strategy can improve students’ comprehension on reading narrative text.

The effect of morphosyntactic training on multilingual fifth graders’ spelling in French

2018 ◽  
Vol 39 (6) ◽  
pp. 1319-1343 ◽  
Author(s):  
NATALIA BÎLICI ◽  
SONJA UGEN ◽  
MICHEL FAYOL ◽  
CONSTANZE WETH
Keyword(s):  
Primary School ◽  
Listening Comprehension ◽  
Fifth Graders ◽  
Intervention Group ◽  
Written Language ◽  
Control Group ◽  
Lexical Knowledge ◽  
Grammatical Categories ◽  
Post Test ◽  
Group A

ABSTRACTMany studies show that it is challenging to encode morphosyntactic information while writing. Spelling plurals is especially demanding in French as these are inaudible. Even by the end of primary school, monolingual French pupils still have difficulties marking plurals of some grammatical categories. We investigate (1) how multilingual pupils learning French as a second written language deal with silent plural markers and (2) the effects of a morphosyntactic training explicitly focussing on grammatical categories and their markers, as well as visualizing the plural agreement. 228 fifth graders were quasi-randomly assigned to an intervention (n = 137) and a control group (n = 91) based on the results of a spelling pre-test. The results of the pre-test show that multilingual learners have similar spelling patterns as French monolinguals. They pluralize nouns more accurately than verbs and perform lowest on adjectives. After the pre-test, both groups were trained over six sessions of 20 minutes. The control group participated in French listening comprehension activities. The post-test shows that the intervention group significantly improved in spelling plurals compared to the control group. A greater focus on morphosyntactic structures is highly effective especially in second language contexts where children might lack broad lexical knowledge.

The effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils: Reflections of the pupils and their teacher

2021 ◽  
Vol 9 (3) ◽  
pp. 679-686
Author(s):  
Sultan Selen Kula ◽  
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Classroom Teacher ◽  
Teaching Strategy ◽  
Intervention Group ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Positive Effects ◽  
Significant Difference ◽  
Post Test

This study examined the effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils. The study was designed in pre-post test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom teacher who carried out the intervention lessons. Participants consist of typically developing 2nd-grade pupils from a state primary school (n = 34) in Turkey. While the intervention group used a total of 36 lesson hours of reciprocal teaching techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group. According to the research findings, there was no statistically significant difference between the post-test scores of the intervention and control groups. Students stated that the most difficult reciprocal teaching strategy was summarizing, while the easiest was the prediction. As a result of the observations of the classroom teacher who conducted the intervention lessons, the positive effects of reciprocal teaching on the pupils' reading comprehension were emphasized. For this reason, it is suggested that the use of reciprocal teaching in Literacy lessons should be widespread in Turkey.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rut Emi Febriyani Simamora ◽  
Lince Sihombing ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Csr Strategy ◽  
Experimental Group

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

School-based obesity interventions in the metropolitan area of Rio De Janeiro, Brazil: pooled analysis from five randomised studies

2021 ◽  
pp. 1-7
Author(s):  
Renata da R. M. Rodrigues ◽  
Bruna K. Hassan ◽  
Michele R. Sgambato ◽  
Bárbara da S. N. Souza ◽  
Diana B. Cunha ◽  
...  
Keyword(s):  
Eating Habits ◽  
Intervention Group ◽  
Pooled Analysis ◽  
Control Group ◽  
Intention To Treat ◽  
School Year ◽  
School Based ◽  
Obesity Interventions ◽  
The One ◽  
And Control

Abstract School-based studies, despite the large number of studies conducted, have reported inconclusive results on obesity prevention. The sample size is a major constraint in such studies by requiring large samples. This pooled analysis overcomes this problem by analysing 5926 students (mean age 11·5 years) from five randomised school-based interventions. These studies focused on encouraging students to change their drinking and eating habits, and physical activities over the one school year, with monthly 1-h sessions in the classroom; culinary class aimed at developing cooking skills to increase healthy eating and attempts to family engagement. Pooled intention-to-treat analysis using linear mixed models accounted for school clusters. Control and intervention groups were balanced at baseline. The overall result was a non-significant change in BMI after one school year of positive changes in behaviours associated with obesity. Estimated mean BMI changed from 19·02 to 19·22 kg/m2 in the control group and from 19·08 to 19·32 kg/m2 in the intervention group (P value of change over time = 0·09). Subgroup analyses among those overweight or with obesity at baseline also did not show differences between intervention and control groups. The percentage of fat measured by bioimpedance indicated a small reduction in the control compared with intervention (P = 0·05). This large pooled analysis showed no effect on obesity measures, although promising results were observed about modifying behaviours associated with obesity.

scholarly journals Mobile Health to Improve Adherence and Patient Experience in Heart Transplantation Recipients: The mHeart Trial

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 463
Author(s):  
Mar Gomis-Pastor ◽  
Sonia Mirabet Perez ◽  
Eulalia Roig Minguell ◽  
Vicenç Brossa Loidi ◽  
Laura Lopez Lopez ◽  
...  
Keyword(s):  
Heart Transplantation ◽  
Patient Experience ◽  
Mobile Application ◽  
Standard Care ◽  
Controlled Trial ◽  
Intervention Group ◽  
Group Versus ◽  
Control Group ◽  
P Value ◽  
Adherence Score

Non-adherence after heart transplantation (HTx) is a significant problem. The main objective of this study was to evaluate if a mHealth strategy is more effective than standard care in improving adherence and patients’ experience in heart transplant recipients. Methods: This was a single-center, randomized controlled trial (RCT) in adult recipients >1.5 years post-HTx. Participants were randomized to standard care (control group) or to the mHeart Strategy (intervention group). For patients randomized to the mHeart strategy, multifaceted theory-based interventions were provided during the study period to optimize therapy management using the mHeart mobile application. Patient experience regarding their medication regimens were evaluated in a face-to-face interview. Medication adherence was assessed by performing self-reported questionnaires. A composite adherence score that included the SMAQ questionnaire, the coefficient of variation of drug levels and missing visits was also reported. Results: A total of 134 HTx recipients were randomized (intervention N = 71; control N = 63). Mean follow-up was 1.6 (SD 0.6) years. Improvement in adherence from baseline was significantly higher in the intervention group versus the control group according to the SMAQ questionnaire (85% vs. 46%, OR = 6.7 (2.9; 15.8), p-value < 0.001) and the composite score (51% vs. 23%, OR = 0.3 (0.1; 0.6), p-value = 0.001). Patients’ experiences with their drug therapy including knowledge of their medication timing intakes (p-value = 0.019) and the drug indications or uses that they remembered (p-value = 0.003) significantly improved in the intervention versus the control group. Conclusions: In our study, the mHealth-based strategy significantly improved adherence and patient beliefs regarding their medication regimens among the HTx population. The mHeart mobile application was used as a feasible tool for providing long-term, tailor-made interventions to HTx recipients to improve the goals assessed.

scholarly journals The effect of nutrition and reproductive health education of pregnant women in Indonesia using quasi experimental study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tria Astika Endah Permatasari ◽  
Fauza Rizqiya ◽  
Walliyana Kusumaningati ◽  
Inne Indraaryani Suryaalamsah ◽  
Zahrofa Hermiwahyoeni
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Pregnant Women ◽  
Intervention Group ◽  
Control Group ◽  
Attitudes And Practices ◽  
Significant Difference ◽  
Reproductive Health Education ◽  
Post Test ◽  
Knowledge Attitudes And Practices

Abstract Background Almost one-third of children under 5 years old in Indonesia suffer from stunting. Stunting can be prevented optimally during pregnancy as the initial phase of the first 1000 days of life. This study aims to determine the effect of nutrition and reproductive health education of pregnant women in Bogor Regency, Indonesia. Methods A quasi-experimental study was conducted among 194 pregnant women from August to November 2019. The pregnant women were randomly selected from four different villages in Bogor Regency. The intervention group (n = 97) received 2 h of nutrition and reproductive health education in small groups (four or five mothers per group) every 2 weeks for 3 consecutive months. This interactive education was given by facilitators using techniques such as lectures, role-playing, simulation, and games. The control group (n = 97) received regular health care services. A structured questionnaire was applied to collect data consisting of maternal characteristics, nutritional and reproductive health knowledge, attitudes, and practices in the intervention and control groups. Data were analysed using t-test and chi-square analysis. Results Pregnant women in the intervention group indicated a significant increase in knowledge, attitudes, and practices regarding nutrition and reproductive health after receiving education. The pre-test and post-test mean scores in the intervention group were 55.1 and 83.1 for overall knowledge, 40.2 and 49.0 for attitudes, and 36.2 and 40.2 for practices, respectively. In the control group, there was no significant difference between the pre-test and post-test mean scores for these three variables. There was a significant difference (P < 0.001) in the post-test mean between the intervention group and the control group, but the difference was not significant (P > 0.05) in the pre-test. Conclusion Providing nutrition and reproductive health education through small groups with interactive methods improves the knowledge, attitudes, and practices of pregnant women. This intervention has the potential to be replicated and developed for large-scale implementation by optimising collaboration between government, non-governmental organizations, and maternal and child health service providers.

scholarly journals Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

2021 ◽  
Vol 18 (7) ◽  
pp. 3689
Author(s):  
Tzofnat Zadok-Gurman ◽  
Ronit Jakobovich ◽  
Eti Dvash ◽  
Keren Zafrani ◽  
Benjamin Rolnik ◽  
...  
Keyword(s):  
Stress Reduction ◽  
Controlled Trial ◽  
Intervention Group ◽  
Well Being ◽  
Stressful Events ◽  
Control Group ◽  
Subjective Well Being ◽  
Intention To Treat ◽  
School Year ◽  
Blended Intervention

Objective: The COVID-19 pandemic has had a major impact on teachers professional and personal lives. Our primary aim was to assess the effect of a blended Inquiry-Based Stress Reduction (IBSR), an emerging mindfulness and cognitive reframing intervention on teacher’s well-being. Our secondary aims were to assess the effect of IBSR on resilience, burnout, mindfulness, and stress among teachers during the COVID-19 pandemic. Methods: The study was a prospective controlled trial with an intervention group (N = 35) and a comparison control group (N = 32). The intervention took place in the Jerusalem District throughout the school year from November 2019 to May 2020. The sessions were conducted in blended learning that included traditional learning (face-to-face) and online learning. Data was analyzed on an intention-to-treat basis. Results: IBSR blended intervention enhanced the resilience and improved the subjective and psychological well-being of teachers in spite of the breakout of the COVID-19 pandemic and the first lockdown in Israel. Simultaneously the control group suffered from enhanced burnout levels and a decline in psychological and subjective well-being. Conclusions: Implementation of IBSR blended intervention during the school year may benefit teachers’ well-being and ability to flourish, even during stressful events such as the COVID-19 pandemic.

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