scholarly journals Teaching of cursive writing in the first year of primary school: Effect on reading and writing skills

PLoS ONE ◽  
2019 ◽  
Vol 14 (2) ◽  
pp. e0209978 ◽  
Author(s):  
Cristina Semeraro ◽  
Gabrielle Coppola ◽  
Rosalinda Cassibba ◽  
Daniela Lucangeli
Keyword(s):  
Primary School ◽  
Writing Skills ◽  
First Year ◽  
School Effect ◽  
Reading And Writing

scholarly journals TĒCIYA TOṬAKKAPPAḶḶIKAḶIL TAMIḺAI IRAṆṬĀM MOḺIYĀKA KAṞKUM MĀṆAVARKAḶIṈ VĀCIPPU MAṞṞUM EḺUTTUT TIṞAṈ AṬAIVUNILAI [READING AND WRITING SKILLS PERFORMANCE LEVEL OF STUDENTS LEARNING TAMIL AS A SECOND LANGUAGE IN NATIONAL PRIMARY SCHOOL]

2022 ◽  
pp. 46-54
Author(s):  
CHITRA SELVI RUDRAPATHY ◽  
THULASI RUDRAPATHY
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Reading Comprehension ◽  
Primary School ◽  
Primary Schools ◽  
Writing Skills ◽  
First Year ◽  
Reading And Writing ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

The objective of this study is to identify the Tamil reading and writing skills achievement of non- native students who learn Tamil as their second language in the first year of national primary schools. This is a qualitative research which used purposive sampling. The data for the study has been collected as statistics through the questionnaire and analyzed. The results show that the basic Tamil reading and writing skills are in satisfactory level while writing comprehension and reading comprehension skills are at a low level of achievement. The data obtained through this study will create awareness among teachers who teach Tamil as a second language regarding the Tamil reading and written skills achievement of their students and will encourage them to adopt suitable learning teaching approach for their students to achieve the best attainment in these skills.

MENINGKATKAN KEMAMPUAN MEMBACA DAN MENULIS SISWA KELAS I DENGAN MENGGUNAKAN MEDIA FLASH CARD SD NEGERI 006 SUNGAI BULUH KECAMTAN SINGINGI HILIR KABUPATEN KUANTAN SINGINGI

2018 ◽  
Vol 2 (5) ◽  
pp. 666
Author(s):  
Indot Indot
Keyword(s):  
Primary School ◽  
Reading Skills ◽  
Writing Skills ◽  
Baseline Score ◽  
Learning To Read ◽  
Student Activities ◽  
Reading And Writing

This research is motivated by the results of learning to read and write students' Indonesian language subjectsthat are still low. The purpose of this study was to improve the results of learning to read and write class I.BPrimary School 006 Sungai Buluh Singingi Hilir, Kuantan Singingi District. From the analysis of research datait was found that, the activity of teachers in the first cycle of the percentage was 70% with good categories. Afterthe second cycle, teacher activity increased to 92.5% in the very good category. Student activities, in the firstcycle get a percentage of 62.5% with enough categories, whereas in cycle II it increased to 90% in the very goodcategory. The results of the assessment of students' reading skills on the baseline score, students who completeas many as 9 students with a percentage of completeness 42.85%. cycle I, which completes as many as 13students or 61.90%. Cycle II, students who complete are 18 students or 85.71%. While the results of theassessment of students' writing skills on the baseline score, students who complete are 10 students with apercentage of 47.61%. Cycle I is 14 students or 66.66%. Cycle II, amounting to 19 students or 90.47%. From thedata from the assessment of students' reading and writing skills, it can be concluded that by using flashcardmedia can improve the results of reading and writing skills of class I.B Primary School 006 Sungai BuluhSingingi Hilir, Kuantan Singingi District.

scholarly journals The use of personal experience as a strategy for critical reading and writing. A Practice Report

2018 ◽  
Vol 9 (3) ◽  
pp. 71-77
Author(s):  
Ella Kahu ◽  
Hannah Gerrard
Keyword(s):  
Student Engagement ◽  
Personal Experience ◽  
Writing Skills ◽  
First Year ◽  
Critical Reading ◽  
Reading And Writing ◽  
Graduate Attributes ◽  
The World ◽  
Bachelor Of Arts ◽  
Uncertain Future

Increasingly it is recognised that universities are preparing students for an uncertain future. Accordingly, key graduate attributes of Massey University’s redeveloped Bachelor of Arts degree are critical reading and writing skills and engaged citizenship. The authors teach two large first-year courses in these topics. Student engagement is critical in these courses because the student cohort is diverse, the courses are compulsory, and the topics are developmental. Some of the assessments have been designed to engage students with the use of personal experience as a strategy for critical reading and writing. While not without its challenges, this approach has proven to be effective: emotionally engaging students and enabling them to critically reflect on themselves and the world around them through the development of connected skills and dispositions in critical reading and writing.

scholarly journals THE CHALLENGES AND IMPACTS OF ONLINE LEARNING ON MALAY LANGUAGE READING AND WRITING LITERACY FOR PRIMARY SCHOOL STUDENTS

2021 ◽  
Vol 4 (16) ◽  
pp. 57-77
Author(s):  
Intan Nur Syuhada Hamzah ◽  
Zamri Mahamod
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Writing Skills ◽  
Internet Access ◽  
Primary School Students ◽  
School Students ◽  
Reading And Writing ◽  
Significant Difference ◽  
The Impact ◽  
Level 2

Online teaching and learning (T&L) is a new norm in the education system. This study was conducted to identify the challenges and impacts of online learning on the reading and writing literacy of primary school students. The research approach used was quantitative. The study sample consisted of 109 Level 2 students who were randomly selected in Pekan and Muadzam Shah Districts, Pahang. The research instrument was a questionnaire. Questionnaire data were analyzed through Statistical Package for the Social Sciences (SPSS) version 25 software. The findings of the study showed that the challenges of online learning and the impacts of online learning on reading skills were at a moderate level with mean = 3.07 and mean = 2.46 respectively. The impact of online learning on writing skills was at a low level with a mean = 2.21. T-test inferential analysis showed that there was no significant difference between the impacts of online learning by gender on reading and writing skills. The correlation analysis showed a significant relationship between internet access and the impacts of online learning on reading and writing skills. These findings indicated that stable internet access improves students’ online reading and writing skills. Therefore, the study found that the reading and writing skills of Level 2 students were at a moderately satisfactory level even though the learning was implemented online. Therefore, this study implies that the problem of mastering reading and writing skills among primary school students can be overcome throughout online learning.

scholarly journals PEELI Training and Professional Development of Primary School Teachers

2020 ◽  
Author(s):  
Hamid Ali Nadeem ◽  
Azhar Mumtaz Saadi ◽  
Nudrat Fatima ◽  
Namood-e- Sahar
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
English Language ◽  
Writing Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Four Dimensions ◽  
Teachers And Students

<p>Language forms the medium of communication through verbal and nonverbal means which help to develop understanding. The communication and pedagogy are part and parcel of each other as well as the teaching process. The aims of teaching could not be achieved without better communication between teacher and students. The present study was thus planned to analyze the effect of PEELI (Punjab Education and English Language Initiative) training on communication skills of primary school teachers. The findings showed that the educators recruited in 2017 and 2018 have found PEELI interesting and innovative. Listening, speaking, reading and writing are the four dimensions of communication. PEELI training has assisted them in enhancing speaking and writing skills of learners. However, they feel difficulty in developing and interacting learners in listening and reading. They look for more modules and sessions to be organized to cover all the four aspects of communication to develop better interaction with learners. It is recommended to overcome the drawbacks in future training policies thus to bridge the communication gaps between teachers and students of primary schools.</p>

scholarly journals PEELI Training and Professional Development of Primary School Teachers

2020 ◽  
Author(s):  
Hamid Ali Nadeem ◽  
Azhar Mumtaz Saadi ◽  
Nudrat Fatima ◽  
Namood-e- Sahar
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
English Language ◽  
Writing Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Four Dimensions ◽  
Teachers And Students

<p>Language forms the medium of communication through verbal and nonverbal means which help to develop understanding. The communication and pedagogy are part and parcel of each other as well as the teaching process. The aims of teaching could not be achieved without better communication between teacher and students. The present study was thus planned to analyze the effect of PEELI (Punjab Education and English Language Initiative) training on communication skills of primary school teachers. The findings showed that the educators recruited in 2017 and 2018 have found PEELI interesting and innovative. Listening, speaking, reading and writing are the four dimensions of communication. PEELI training has assisted them in enhancing speaking and writing skills of learners. However, they feel difficulty in developing and interacting learners in listening and reading. They look for more modules and sessions to be organized to cover all the four aspects of communication to develop better interaction with learners. It is recommended to overcome the drawbacks in future training policies thus to bridge the communication gaps between teachers and students of primary schools.</p>

scholarly journals PkM PADA ANAK USIA SEKOLAH DASAR: MENGEMBANGKAN BUDAYA LITERASI DI LINGKUNGAN TAWANG BRAK DESA TAWANGSARI, KEC. GARUM KAB. BLITAR

2021 ◽  
Vol 8 (1) ◽  
pp. 23-29
Author(s):  
Fahmi Poernamawatie ◽  
Yuli Winarni
Keyword(s):  
Primary School ◽  
Community Service ◽  
Writing Skills ◽  
Reading Literacy ◽  
School Age ◽  
Reading And Writing ◽  
Service Activity ◽  
Primary School Age ◽  
Children's Reading ◽  
Reading Interest

The purpose of this community service activity is to help children of primary school age get used to writing and reading. This habit is expected to increase children's reading interest and develop their reading literacy culture.The implementation of this activity is done through various way of exercises, such as: reading exercises, rewriting and retelling. Children are also accustomed to read Al-Qur’an and praying together. Drawing and coloring are also steps taken by the community service team to hone children's creativity. Watching films and entrepreneurship exercises to complement this activity, so that children have broad insights and also practice to improve financial literacy.Even though this activity still not showing the significant impact to the reading and writing skills of the children, but this activity gives benefits in terms of increasing the interest in reading, writing, and retelling something new. Enterpreneurial skills of some participants have have also created at the end of the activity. To achieve more optimal results, this activities should be done regularly with well-planned schedule.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

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