scholarly journals Parent and Teacher Support of Elementary Students’ Remote Learning During the COVID-19 Pandemic in Germany

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110657
Author(s):  
Catherine Gunzenhauser ◽  
Susanne E. Enke ◽  
Verena E. Johann ◽  
Julia Karbach ◽  
Henrik Saalbach
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Elementary Students ◽  
Teacher Support ◽  
Reading Skills ◽  
Academic Skills ◽  
Mathematics Skills ◽  
And Mathematics ◽  
Remote Learning ◽  
Reading And Mathematics

The aim of the present study was to investigate the associations between parental and teacher support and elementary students’ academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children’s (N = 63) academic skills before the first COVID-19 lockdown in Germany (March–June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students’ reading and mathematics skills after the lockdown. Findings indicated that children’s reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students’ academic skills after the lockdown period.

scholarly journals Reading and Mathematics Bound Together: Creating a Home Environment for Preschool Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 44 ◽  
Author(s):  
Amber J. Godwin ◽  
William H. Rupley ◽  
Robert M. Capraro ◽  
Mary Margaret Capraro
Keyword(s):  
Home Environment ◽  
Effortful Control ◽  
Reading Skills ◽  
Learning Opportunities ◽  
Early Mathematics ◽  
Mathematics Skills ◽  
Home Learning ◽  
Rapport Building ◽  
And Mathematics ◽  
Reading And Mathematics

<p>The combination of mathematics and reading in family reading time can positively impact children’s ability to make sense of representations in both mathematics and reading. Four families volunteered to participate in this field based inquiry to learn how to integrate mathematics and reading in parent-supported activities. Four parents and their preschool aged children together attended training sessions to learn and practice how to create a home environment supportive of both reading and mathematics. Each parent completed questionnaires about implementation of the four training sessions with their child. Parent responses were overwhelmingly positive regarding the suggested behaviors for creating a pro-reading/mathematics home environment. Parents reported that the reading and mathematics home instruction activities gave children learning opportunities from combining early mathematics skills and reading skills and they also learned new vocabulary. Home learning activities also helped children learn effortful control skills when reading and talking about mathematics storybooks. There was also rapport building through family conversations that were attributed to parents’ use of instructional activities.</p>

scholarly journals Theorizing an Integration of Reading and Mathematics: Solving Mathematical Word Problems in the Elementary Grades

2011 ◽  
Vol 5 (1) ◽  
pp. 227-250 ◽  
Author(s):  
William H. Rupley ◽  
Robert M. Capraro ◽  
Mary Margaret Capraro
Keyword(s):  
Elementary Students ◽  
Word Problems ◽  
Elementary Grades ◽  
Word Problem Solving ◽  
Cognitive Components ◽  
Text Organization ◽  
Processing Information ◽  
Mathematical Word Problems ◽  
And Mathematics ◽  
Reading And Mathematics

This article theorizes three major cognitive constructs that are operationally defined by shared similarities of processing information in reading and mathematics. Specifically, the paper (1) proposes and details the refinement and evaluation of components of a conceptual model for reading to solve mathematical word problems for elementary students, and (2) develops and refines the theoretical constructs of the model. Our assumptions lay out the interrelationships of reading and mathematics word problems by focusing on the cognitive components of Recognizing Higher Level Patterns of Text Organization (R), Generating Patterns (G), and Attaining a Goal (A). These assumptions are to refine and construct the RGA cognitive components that could theoretically enhance elementary students’ reading and solution of mathematical word problem-solving abilities.

scholarly journals The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

2021 ◽  
Vol 70 (1) ◽  
pp. 207-226
Author(s):  
Inga Biščević ◽  
Daniel Maleč ◽  
Haris Memišević
Keyword(s):  
Elementary School ◽  
Academic Skills ◽  
Intervention Programs ◽  
Cognitive Factors ◽  
Third Grade ◽  
Academic Underachievement ◽  
Mathematical Skills ◽  
Professional Career ◽  
And Mathematics ◽  
Reading And Mathematics

The attainment of reading and basic mathematical skills is one of the most important academic goals in early grades of elementary school. A plethora of studies has shown the importance of these skills to future academic achievements and professional career. The goal of this study was to determine the correlation of reading and mathematics in third-grade elementary school students in Canton Sarajevo. An additional goal was to determine if there are differences in the proportion of academic underachievement in relation to the student’s gender. The sample for this study consisted of 70 third-grade students (33 girls, 37 boys, mean age- 103,1 months, SD- 5,6 months) attending two elementary schools in Canton Sarajevo. Results of this study indicated that reading and mathematics share 25% of the variance in the scores. The cor[1]relation between reading and mathematics was r = 0,50, p&lt;0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students&gt;&lt;0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students

Elementary school teachers adapt their instructional support according to students’ academic skills

2015 ◽  
Vol 39 (5) ◽  
pp. 391-401 ◽  
Author(s):  
Noona Kiuru ◽  
Jari-Erik Nurmi ◽  
Esko Leskinen ◽  
Minna Torppa ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Elementary School Teachers ◽  
Instructional Support ◽  
Subsequent Development ◽  
First Grade ◽  
Academic Skills ◽  
Second Grade ◽  
Math Skills ◽  
Reading And Math ◽  
And Mathematics ◽  
Reading And Mathematics

This study examined the longitudinal associations between children’s academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they gave each child in reading and mathematics. The results showed that the poorer the student’s reading and math skills were, the more support and attention the student received from his or her teacher later on. However, instructional support did not contribute positively to the subsequent development of the students’ academic skills. The person-oriented analyses showed that a relatively small group of children, that is, those showing the poorest academic skills, received the largest dose of teacher support, both with respect to reading and mathematics.

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