The First School Year As the Hardest One

10.12737/5973 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 3-9
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
First Graders ◽  
Psychological Characteristics ◽  
School Life ◽  
School Year

Issues on how to help first-grader pupils to adjust to school life are discussed, as well as first-graders’ psychological characteristics. Recommendations are provided for teachers on how to nurture sustainable cognitive interest in seven-year-old children, to develop motivation to learning and to form positive emotional attitudes to school.

The First School Year As the Hardest One

10.12737/7327 ◽  
2014 ◽  
Vol 2 (6) ◽  
pp. 3-8
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
First Graders ◽  
School Life ◽  
School Year ◽  
Psychological Features

The article discusses problems of a child’s adaptation to school life and psychological features of first graders. teachersare advised on formingthe sustained cognitive interestin 7-year old children, developing the motivation to study, and creatingthe conditions for positive emotional attitude to school.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

Universal Screening in Mathematics for Spanish Students in First Grade

2020 ◽  
pp. 073194872090327
Author(s):  
Sara C. de León ◽  
Juan E. Jiménez ◽  
Eduardo García ◽  
Nuria Gutiérrez ◽  
Verónica Gil
Keyword(s):  
First Graders ◽  
Mathematics Learning ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Receiver Operating Curve ◽  
Composite Measure ◽  
Single Digit ◽  
Risk Status ◽  
School Year ◽  
Receiver Operating Curve Analysis

The main purpose of this study was to validate the curriculum-based measure Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five measures (i.e., quantity discrimination, multi-digit computation, missing number, single-digit computation, and place value), which were analyzed as single measures and as part of a composite measure. In this study, 176 first graders were administered the curriculum-based measurement IPAM at the beginning, middle, and end of the school year. The results showed that the composite measure of the IPAM was the best indicator of risk status. Reliability and concurrent and predictive validity results were adequate. Furthermore, receiver operating curve analysis and hierarchical linear model supported the capacity of the IPAM to correctly identify students’ risk status and growth rate during first grade.

Using Visual Art Works As a Means for Improving Primary School Students’ Skills to Connected Speech

10.12737/7835 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Visual Art ◽  
First Graders ◽  
Primary School Students ◽  
School Life ◽  
Connected Speech ◽  
School Students ◽  
Art Works ◽  
Psychological Features

The article discusses problems of a child’s adaptation to school life and psychological features of first graders. teachersare advised on formingthe sustained cognitive interestin 7-year old children, developing the motivation to study, and creatingthe conditions for positive emotional attitude to school.

scholarly journals Evaluation of basic motor competencies in primary school in Luxembourg

2021 ◽  
Author(s):  
Claude Scheuer ◽  
Andreas Bund ◽  
Sandra Heck ◽  
Christian Herrmann
Keyword(s):  
Motor Development ◽  
First Graders ◽  
Human Movement ◽  
Third Graders ◽  
Support Needs ◽  
Motor Competence ◽  
Object Control ◽  
School Year ◽  
Motor Tests ◽  
Voluntary Basis

An objective of physical education (PE) is supporting students’ positive motor development. Therefore, it is indispensable for them to be in command of the necessary basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK) as the prerequisites to be able to participate in the culture of human movement. For the implementation of the MOBAK approach in Luxembourg (MOBAK-LUX), we developed the test instruments MOBAK-LUX-PS for preschoolers, MOBAK-LUX-1 for first graders, MOBAK-LUX-3 for third graders and MOBAK-LUX-5 for fifth graders. These motor tests are conducted on a voluntary basis by interested schools and teachers at the beginning of each school year. In general, about one third of students in the different class levels have support needs in at least one area of basic motor competence. The support needs are prevalent mostly in the area object control and girls generally have lower results than boys, especially in object control.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

Arithmetic for First Graders Lacking Number Concepts

2008 ◽  
Vol 14 (7) ◽  
pp. 389-394
Author(s):  
Constance Kamii ◽  
Judith Rummelsburg
Keyword(s):  
Title I ◽  
First Graders ◽  
Number Concepts ◽  
Title I School ◽  
School Year ◽  
One Year

Among the first graders who came to our Title-I school one year, we found twenty-six children who had no understanding of number concepts. In the assessment at the beginning of the school year, these children could not conserve number with eight counters. They could count out four chips, but when we hid some of the chips and asked, “How many am I hiding?” the children gave random answers, such as, “Ten.” Our challenge was that we were required by law to teach an hour of arithmetic to these children every day despite the fact that they had not yet developed an understanding of number concepts.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

scholarly journals La reforma educativa en México ¿responde a la carencia de formación de lectores?: estudio de caso en la escuela primaria vespertina real del río, ciclo escolar 2011-2012 / Education Reform in Mexico, Did Respond to the Lack of Training of Readers? Case Study in Elementary School Real del Río 2011-2012 School Year

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Leonardo Cíntora
Keyword(s):  
Education Reform ◽  
Baja California ◽  
Basic Education ◽  
First Grade ◽  
National Standards ◽  
School Life ◽  
Scientific Software ◽  
School Year ◽  
Reforma Educativa ◽  
Del Rio

ABSTRACT:Reading comprehension is a fundamental tool for the development of skills and competencies in basic education of students who use throughout their school life. It has been shown that Mexico is in a crisis in the education of readers, in this article we investigated a group of first grade in Mexicali Baja California, who worked with the basic education reform that was implemented in 2009 in the country, which excludes any method of reading and writing in their programs, case to prove that this is wrong for the current socio-economic situation of the region in this case the work was complemented with the overall method of structural analysis. They were given a measuring instrument established by the Ministry of Education together with an analysis in IBM SPSS Statistics scientific software version 20, obtaining 948 of Cronbach's alpha reliability. The mean overall, and correlations were performed and different interpretations of the data collected, the majority reaches a result that national standards, having worked with the method of literacy and education reform.RESUMEN:La lectura de comprensión representa la herramienta fundamental para el desarrollo de habilidades y competencias en la educación básica de los alumnos, que utilizarán durante el transcurso de su vida escolar. Se ha demostrado que México se encuentra en una crisis en la formación de lectores, en este artículo se investigó a un grupo de primer grado de primaria en Mexicali Baja California, que trabajó con la reforma de educación básica que se implementó en el 2009 en el país, que excluye cualquier método de lecto-escritura en sus programas, tratándose de probar que esto es incorrecto para la situación socioeconómica actual de la región en este caso se complementó el trabajo con la método global de análisis estructural. Se les aplicó un instrumento de medición establecido por la Secretaría de Educación Pública aunado a un análisis con el software científico IBM SPSS statistics versión 20, obteniendo un .948 de confiabilidad en Alfa de Cronbach. Se obtuvo la media general, además se realizaron correlaciones y diferentes interpretaciones de los datos recabados, resultado que la mayoría alcanza los estándares nacionales, al haber trabajado con el método de lecto-escritura y la reforma educativa. Contacto principal: [email protected]

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