scholarly journals Relationship between ‘Language and Emergent Literacy’ before School Age and Literacy Performance Levels for First and Second Graders: Data Mining Decision Tree Model Analysis

2021 ◽  
Vol 26 (3) ◽  
pp. 568-588
Author(s):  
Eun Ju Lee
Keyword(s):  
Decision Tree ◽  
Emergent Literacy ◽  
Panel Study ◽  
First Grade ◽  
School Age ◽  
Korean Children ◽  
Writing Performance ◽  
Performance Levels ◽  
Reading And Writing ◽  
Before School

Objectives: The purpose of this study was to identify factors (language and emergent literacy before school age) affecting Hangul reading and writing performance level in the first and second grades of elementary school.Methods: A decision tree analysis was conducted to examine the Panel Study on Korean Children (PSKC) of the Korea Institute of Child Care and Education (KICCE) on the 7th (kindergarten, 6 years old), 8th (first grade, 7 years old), and 9th data (second grade, 8 years old).Results: Reading and writing performance levels of 1st and 2nd grade children were related to reading first grade books independently with comprehension, reading most words correctly and answering questions about what was read, making predictions while reading, and retelling story after reading. Children with reading levels within the top 20 percent frequently chose reading & writing-related activities, frequently looked at or read books for pleasure or to gain information, looked for books related to a personal interest or class topic, listened with interest and concentration to stories read aloud, made rhyme words, followed directions that include a series of actions, and were able to write relatively simple words such as ‘mom’ and ‘dad’.Conclusion: The findings are expected to serve as a basis for understanding what areas of literacy education should be given to children with low reading and writing performance.

scholarly journals The Serial Multiple Mediating Effects of Social Withdrawal and Smartphone Dependency and the Influence of Negative Parenting Attitude on Adolescents’ Academic Helplessness

2020 ◽  
Vol 58 (4) ◽  
pp. 601-611
Author(s):  
Jae Yoon Kim ◽  
Heesoo Han ◽  
Eunyoung Park ◽  
Min Ju Kang
Keyword(s):  
Social Withdrawal ◽  
Panel Study ◽  
First Grade ◽  
Equation Modeling ◽  
Mediating Effects ◽  
Parenting Attitudes ◽  
Korean Children ◽  
Negative Parenting ◽  
Study Results ◽  
Parenting Attitude

This study examined the effects of negative parenting attitudes on adolescents’ academic helplessness through the mediating effects of social withdrawal and smartphone dependency. Data from the panel study of Korean Children and Youth Panel Survey 2018 (KCYPS 2018) collected by the National Youth Policy Institute (NYPI) was used to examine the research model. The subjects of the study consisted of 2,541 first grade middle school students (1,375 boys and 1,166 girls). Confirmatory factor analysis [CFA], structural equation modeling [SEM], and bootstrapping analysis were conducted by means of SPSS 25.0, AMOS 25.0, and Hayes’s PROCESS programs to examine the serial multiple mediating effects. The study results were as follows. First, negative parenting attitude had a direct effect on adolescents’ academic helplessness. This implies that adolescents who perceive their parents’ attitudes to be high in coercive, rejective, and chaotic levels indicate that they can easily get exhausted in academic settings. Second, negative parenting attitudes had an indirect effect on adolescents’ academic helplessness through social withdrawal and smartphone dependency. The results suggest that a high level of negative parenting attitude leads to higher social withdrawal and smartphone dependency that influences adolescents’ academic helplessness.

The vowel path

2006 ◽  
Vol 9 (1) ◽  
pp. 67-93 ◽  
Author(s):  
Dorit Ravid ◽  
Sarit Haimowitz
Keyword(s):  
Emergent Literacy ◽  
Word Reading ◽  
First Graders ◽  
First Grade ◽  
Final Position ◽  
Reading And Writing ◽  
Context Learning ◽  
Formal Instruction ◽  
Better Than

This study probes Hebrew-speaking children’s knowledge about vowel representation by diacritics and by vowel letters in emergent literacy stages, and how this knowledge changes with formal instruction in first grade. Sixteen kindergartners and sixteen first graders were administered two reading tasks, two meta-linguistic explanation tasks, and two writing tasks involving vowels in different phonological and orthographic constructions and morphological roles. The results show that kindergartners already have some knowledge about writing consonants, and proceed to meaningful reading and writing in first grade through learning about writing vowels. Reading and writing syllables were easier than word reading and writing in kindergarten, and converged in first grade. Explaining vowel differences in words was better than in syllables, since children made use of the lexical context. Learning to represent morphemes at word final position by vowel letters emerged gradually in kindergarten, in the following order: H, standing for a and e, then W and Y, representing o, u and i. The development of vowel letters is shown to be dependent on a variety of considerations — orthographic, morphological, phonological, and perceptual. These results are discussed in the context of general theories about the consolidation of spelling.

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

scholarly journals The Reciprocal Longitudinal Relationship between Executive Dysfunction and Happiness in Korean Children

2021 ◽  
Vol 18 (15) ◽  
pp. 7764
Author(s):  
Yoonhee Sung ◽  
Eunsil Choi
Keyword(s):  
Elementary School ◽  
Child Care ◽  
Panel Study ◽  
Executive Dysfunction ◽  
Clinical Implications ◽  
Korean Children ◽  
Time Points ◽  
Lagged Effects ◽  
Reciprocal Influences ◽  
Longitudinal Relationships

The goal of this study was to examine the reciprocal longitudinal relationships between executive dysfunction and happiness for Korean children. We used data from the Panel Study of Korean Children (PSKC) conducted by the Korean Institute of Child Care and Education. A total of 1240 valid responses from the first to third grade in elementary school were analyzed using autoregressive crossed-lagged modeling. As a result, executive dysfunction and happiness were found to have reciprocal influences over the three time points. We also found that the cross-lagged effects of executive dysfunction and happiness were stronger than those of happiness on executive dysfunction. Clinical implications and limitations were discussed.

scholarly journals RMR-Related MAP2K6 Gene Variation on the Risk of Overweight/Obesity in Children: A 3-Year Panel Study

2021 ◽  
Vol 11 (2) ◽  
pp. 91
Author(s):  
Myoungsook Lee ◽  
Yunkyoung Lee ◽  
Inhae Kang ◽  
Jieun Shin ◽  
Sungbin R. Sorn
Keyword(s):  
Dietary Intake ◽  
Resting Metabolic Rate ◽  
Panel Study ◽  
Snp Array ◽  
Fat Intake ◽  
Nucleotide Polymorphisms ◽  
Korean Children ◽  
Gene Variation ◽  
Genome Wide ◽  
Prevalence Of Obesity

From a pilot GWAS, seven MAP2K6 (MEK6) SNPs were significantly associated with resting metabolic rate (RMR) in obese children aged 8–9 years. The aim of this study was to investigate how RMR-linked MEK6 variation affected obesity in Korean children. With the follow-up students (77.9%) in the 3-year panel study, the changes of the variables associated with obesity (such as anthropometrics, blood biochemistry, and dietary intake) were collected. After the MEK6 SNPs were screened by Affymetrix Genome-Wide Human SNP array 6.0, the genotyping of the seven MEK6 SNPs was performed via SNaPshot assay. As the prevalence of obesity (≥85th percentile) increased from 19.4% to 25.5%, the rates of change of the variables RMR, body mass index (BMI), waist circumference (WC), systolic blood pressure (SBP), and dietary intake (energy and carbohydrate intakes) increased. The rate of overweight/obesity was higher in all mutant alleles of the seven MEK6 SNPs than it was in the matched children without mutant alleles. However, over the 3-year study period, RMRs were only significantly increased by the mutants of two single nucleotide polymorphisms (SNPs), rs996229 and rs756942, mainly related to male overweight/obesity as both WC and SBP levels increased. In the mutants of two of the SNPs, the odds ratio of overweight/obesity risk was six times higher in the highest tercile of fat intake and SBP than those of the lowest tercile. For personalized medicine to prevent pediatric obesity, SBP, WC, and dietary fat intake should be observed, particularly if boys have mutants of MEK6 SNPs, rs9916229, or rs756942.

The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV

2021 ◽  
pp. 073428292110233
Author(s):  
Jason R. Parkin
Keyword(s):  
Oral Language ◽  
Structural Equation ◽  
Task Demands ◽  
Written Expression ◽  
Equation Modeling ◽  
School Age ◽  
Specific Task ◽  
Reading And Writing ◽  
Technical Manual ◽  
Woodcock Johnson

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.

Influence of Thumb Sucking on Peer Social Acceptance in First-Grade Children

PEDIATRICS ◽  
1993 ◽  
Vol 91 (4) ◽  
pp. 784-786
Author(s):  
Patrick C. Friman ◽  
Keith M. McPherson ◽  
William J. Warzak ◽  
Joseph Evans
Keyword(s):  
Repeated Measures ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
First Grade ◽  
School Age Children ◽  
School Age ◽  
Repeated Measures Analysis ◽  
Thumb Sucking ◽  
Composite Scores ◽  
Harmful Effects

Chronic thumb sucking in school-age children may reduce peer social acceptance, an important contributor to social development. The influence of thumb sucking on social acceptance was assessed among 40 first-grade children, who were shown four slides of two 7-year-old children (one boy, one girl) in two poses (one thumb sucking, one not). After viewing each slide in their classrooms, the children answered 10 numerically weighted questions related to peer acceptance. To limit the possibility that the children would determine the girl and boy were the same in each pose, the slide presentation was counterbalanced across two sessions 1 week apart. Using a repeated-measures analysis of variance, the authors compared composite scores on each question for both poses. The results indicate that while in the thumb-sucking pose, the children were rated as significantly less intelligent, happy, attractive, likable, and fun and less desirable as a friend, playmate, seatmate, classmate, and neighbor than when they were in the non-thumb-sucking pose. These findings suggest that the risk of reduced social acceptance should be added to the list of potentially harmful effects of chronic thumb sucking in school-age children.

Sign in / Sign up

Export Citation Format

Share Document