Directed Reading and Thinking Activity as a Pedagogical Strategy on Learners' Reading Abilities in Kiswahili Language in Primary Schools, Bungoma County, Kenya

This study aimed to determine the significant effect of reading comprehension skills between groups of students who are taught by using learning strategies of Directed Reading Thinking Activity (DRTA) with flip chart and group of students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) with flip charts on on fifth graders of Tejakula district primary schools cluster IV academic year 2017/2018. This research is quasi experiment, with non-equivalent research design post-test only control group design. The sample of the study was 41 students, consisting of 21 students of grade V SD N 3 Bondalem as experimental group and 20 students of grade V SD N 4 Bondalem as the control group. Sample selection using random sampling technique. Skill reading comprehension data is collected with multiple choice test instruments. Data analysis used descriptive statistical analysis and inferential statistical analysis (t-test). The results showed that thitung> ttable (tcv = 16,559 > tobs = 2,042). Based on the results of this study, it can be concluded that there is a significant difference of reading comprehension skills of students who are taught by using learning strategy of Directed Reading Thinking Activity (DRTA) with flip chart and students who are not learned by using learning strategy of Directed Reading Thinking Activity (DRTA) chart on on fifth graders of Tejakula district primary schools cluster IV academic year 2017/2018.

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Boundary crossing and learning identities – digital storytelling in primary schools

Seminar.net ◽

10.7577/seminar.2429 ◽

2010 ◽

Vol 6 (2) ◽

Author(s):

Anne Mette Bjørgen

Keyword(s):

Primary Schools ◽

Leisure Time ◽

Digital Storytelling ◽

New Technology ◽

Boundary Crossing ◽

Educational Setting ◽

Pedagogical Strategy ◽

Cultural Framework ◽

Identity And Agency ◽

Point Of Departure

This article contributes to academic discussions on how digital storytelling in an educational setting may have potential to build and develop learning identities, agency and digital competences. With a socio-cultural framework on learning and identity as a point of departure, the article sets out to study these issues approached as boundary crossing between the intersecting contexts of leisure time and school. The analysis draws on three examples of digital storytelling among 5th - 7th graders in three Norwegian primary school classes. My findings suggest that digital storytelling might represent a boundary crossing enabling pupils to adopt new roles as producers of creative content, as mentors or guides, to explore new technology and software in a context different from that of outside school and to learn and develop competences related to production processes and multimodal resources. I argue that digital storytelling has a potential to contribute to learning, learning identity and agency, provided it is based on a more fully developed pedagogical strategy of carefully linking school and leisure time.

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PENERAPAN METODE SAS (STRUKTURAL ANALITIK SINTETIK) UNTUK MENINGKATKAN KETERAMPILAN MEMBACA SISWA KELAS RENDAH DI SEKOLAH SASAR

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i6.7837 ◽

2019 ◽

Vol 3 (6) ◽

Author(s):

Hery Wardiyati

Keyword(s):

Elementary School ◽

Action Research ◽

Primary Schools ◽

Reading Skills ◽

Low Grade ◽

Important Thing ◽

Reading Abilities ◽

Complete Category ◽

Classroom Action Research ◽

Structural Methods

Reading is an activity to get meaning or information from a reading. Therefore, reading is a very important thing to learn. But based on the observations of researchers at 016 Marsawa State Elementary School, researchers still found students whose reading abilities were lacking. The purpose of this study is to improve students' reading skills by applying synthetic analytic structural methods (SAS). This study uses classroom action research consisting of two cycles. each cycle consists of 1) planning, 3) implementation, 4) observation, and 5) reflection. The results showed, on the base score, 13 students completed with a percentage of 46.4% while students who did not complete as many as 15 with a percentage of 53.6% with the category of incomplete. In the first cycle, students who completed completed increased to 21 with a percentage of 75%, while students who did not complete as many as 7 people with a percentage of 25% with a complete category. In the second cycle, students who completed again increased to 25 with a percentage of 89.2%, while those who did not complete reduced to 3 people with a percentage of 10.8% complete category. Viewed from the results of students' reading skills; the basic score with an average of 60.07 then increased with an average number of 72.80 in cycle I. In cycle II an increase occurred with an average of 87.25. The increase in reading skills in the basic score to the first cycle was 12.73% while the increase in reading skills of students in the first cycle to the second cycle was 14.45%. From these results it can be concluded that the application of structural analytic synthetic (SAS) methods can improve the reading skills of low grade students in primary schools.

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Manifestations of Dyslexia and Dyscalculia

Journal of International Special Needs Education ◽

10.9782/2159-4341-16.1.40 ◽

2013 ◽

Vol 16 (1) ◽

pp. 40-52

Author(s):

Ayo Osisanya ◽

Kelechi Lazarus ◽

Abiodun Adewunmi

Keyword(s):

Learning Disabilities ◽

Primary Schools ◽

English Language ◽

Rating Scale ◽

Survey Study ◽

Mathematical Abilities ◽

Reading Abilities ◽

Academic Deficits ◽

Language And Mathematics ◽

And Mathematics

This study examined the prevalence of dyslexia and dyscalculia among persons with academic deficits in English Language and Mathematics in public primary schools in Ibadan metropolis. A correlational survey study, sampling 477 pupils who were between the ages of eight and 12 years, and in 4th and 5th grades with the use of four research instruments- the Myklebust Pupil Rating Scale (MPRS), the Slosson Intelligence Test- Revised Third Edition (SIT-R3), the Test of Pupil Reading Abilities Test (TPRA) and the Mathematical Abilities Test (MAT) was adopted. It was discovered that dyslexia and dyscalculia were prevalent among pupils with academic deficits in English Language and Mathematics, and that pupils with both dyslexia and dyscalculia are in the larger percentage. It was also discovered that learning disabilities, dyslexia and dyscalculia were not peculiar to any gender. Persons with academic deficits in English language and mathematics should be screened for either dyslexia or dyscalculia, even both. Also, they should be taught according to a carefully developed Individualized Education Plan.

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The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria

School Effectiveness and School Improvement ◽

10.1080/09243453.2021.1991960 ◽

2021 ◽

pp. 1-20

Author(s):

Chris Counihan ◽

Steve Humble ◽

Louise Gittins ◽

Pauline Dixon

Keyword(s):

Primary Schools ◽

Word Reading ◽

Northern Nigeria ◽

Reading Abilities ◽

Literacy Training ◽

Training Programmes

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PENERAPAN METODE SAS (STRUKTURAL ANALITIK SINTETIK) UNTUK MENINGKATKAN KETERAMPILAN MEMBACA SISWA KELAS RENDAH DI SEKOLAH SASAR

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i5.7837 ◽

2019 ◽

Vol 3 (5) ◽

Author(s):

Hery Wardiyati

Keyword(s):

Elementary School ◽

Action Research ◽

Primary Schools ◽

Reading Skills ◽

Low Grade ◽

Important Thing ◽

Reading Abilities ◽

Complete Category ◽

Classroom Action Research ◽

Structural Methods

Reading is an activity to get meaning or information from a reading. Therefore, reading is a very important thing to learn. But based on the observations of researchers at 016 Marsawa State Elementary School, researchers still found students whose reading abilities were lacking. The purpose of this study is to improve students' reading skills by applying synthetic analytic structural methods (SAS). This study uses classroom action research consisting of two cycles. each cycle consists of 1) planning, 3) implementation, 4) observation, and 5) reflection. The results showed, on the base score, 13 students completed with a percentage of 46.4% while students who did not complete as many as 15 with a percentage of 53.6% with the category of incomplete. In the first cycle, students who completed completed increased to 21 with a percentage of 75%, while students who did not complete as many as 7 people with a percentage of 25% with a complete category. In the second cycle, students who completed again increased to 25 with a percentage of 89.2%, while those who did not complete reduced to 3 people with a percentage of 10.8% complete category. Viewed from the results of students' reading skills; the basic score with an average of 60.07 then increased with an average number of 72.80 in cycle I. In cycle II an increase occurred with an average of 87.25. The increase in reading skills in the basic score to the first cycle was 12.73% while the increase in reading skills of students in the first cycle to the second cycle was 14.45%. From these results it can be concluded that the application of structural analytic synthetic (SAS) methods can improve the reading skills of low grade students in primary schools.

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Digital technology use and early reading abilities among bilingual children in Singapore

Policy Futures in Education ◽

10.1177/1478210320980575 ◽

2020 ◽

pp. 147821032098057

Author(s):

Grace Haoning Mah ◽

Xiangqing Hu ◽

Weipeng Yang

Keyword(s):

Education Policy ◽

Digital Technology ◽

Technology Use ◽

Primary Schools ◽

Reading Ability ◽

Early Reading ◽

Home Language ◽

Reading Abilities ◽

Technological Advances ◽

English Dominant

Singapore has launched a bilingual education policy nationwide, which leads to three main home language environments amongst Chinese families, namely, Chinese dominant, Chinese-English bilingual families and English dominant families. However, little is known about the development of early reading abilities among Singapore children from these family backgrounds. Moreover, against the backdrop of technological advances in the digital age, how the use of digital technology may affect the development of early reading abilities remains understudied. In this study, 225 7-year-old Chinese Singaporean children with different home language environments were recruited from mainstream primary schools in Singapore to complete the Progress in International Reading Literacy Study reading comprehension tests and questionnaires. Evidence revealed that children’s reading ability and digital technology use in Chinese varied across home language environments. Also, the use of digital technology in both English and Chinese positively predicted the reading abilities in both languages respectively for children from English dominant families. The results provide interesting insights into the role of bilingualism and digital technology use in the development of early reading abilities. In view of the results, we also discuss and put forward suggestions on online reading education policy.

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Time-Based Prospective Memory in Schoolchildren

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000053 ◽

2011 ◽

Vol 219 (2) ◽

pp. 92-99 ◽

Cited By ~ 15

Author(s):

Babett Voigt ◽

Ingo Aberle ◽

Judith Schönfeld ◽

Matthias Kliegel

Keyword(s):

Primary School ◽

Prospective Memory ◽

Age Differences ◽

Memory Retrieval ◽

Primary Schools ◽

School Age Children ◽

School Age ◽

Older Children ◽

Strategic Monitoring ◽

Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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