scholarly journals Spelling skills of Czech primary school children in relation to the method of literacy instruction

2017 ◽  
Vol 5 (1) ◽  
pp. 59-77
Author(s):  
Gabriela Seidlová Málková
Keyword(s):  
Primary School ◽  
Reading Instruction ◽  
First Grade ◽  
Primary School Children ◽  
Test Results ◽  
Learning To Read ◽  
Genetic Method ◽  
Spelling Performance ◽  
Distributional Patterns ◽  
Word Spelling

Abstract This study investigates the importance of having a set reading instruction method for the development of spelling skills among Czech children ranging in age across the four beginning grades of primary school. 238 children learning to read and spell using an analytical-synthetic method and 251 children learning to read and spell using a genetic method participated in this study. The outcomes of word spelling tests were assessed for the different grade and age levels: first, second- third and fourth. Distributional patterns of spelling skills performance for both instruction method subgroups were created in each of the grade groups. Comparisons of spelling task outputs between both methods were conducted using a non-parametric Mann-Whitney test. Results indicate that children using the genetic method are more effective in acquiring phoneme-grapheme correspondences throughout the first grade, and thus show more accurate word spelling in the first grade spelling task. However, this initial advantage for children learning to spell using the genetic method soon disperses, and it is not reflected in better spelling performance throughout the second to third and fourth grade.

scholarly journals PERSONAL HYGIENE AND ANTHELMINTIC CONSUMPTION IN PREVENTION OF ENTEROBIASIS AMONG PRIMARY SCHOOL CHILDREN

2020 ◽  
Vol 8 (3) ◽  
pp. 265
Author(s):  
Ratna Muliawati ◽  
Mushidah Mushidah ◽  
Siti Musyarofah
Keyword(s):  
Public Health ◽  
Risk Factors ◽  
Primary School ◽  
School Children ◽  
Public Health Problem ◽  
First Grade ◽  
Primary School Children ◽  
Personal Hygiene ◽  
Global Public Health ◽  
Prevalence Odds Ratio

Background: Pinworm infection remains a global public health problem in Indonesia, with the highest prevalence in primary school–aged children. The government has made helminthiasis control efforts through annual deworming every six months, yet data on the enterobiasis prevalence and its risk factors are still limited. Purpose: This research aimed to determine the role of personal hygiene and anthelmintic or worm medicine consumption in the prevention of enterobiasis among primary school children. Methods: This research employed an analytic observational method with a cross-sectional design. The population used was primary school children in the Public Health Center (PHC) of Kaliwungu area, Kendal District, Central Java Province. The research sample was 150 students from first grade to third grade at 1 Primary Elementary School 1 Kutoharjo. The data sources were obtained from interviews of risk factors and perianal swab examinations. The data were analyzed by a chi-square test and multiple logistic regression. Results: The prevalence of pinworm infection among primary school children remains high (37.33%). The results of the multivariate analysis showed that there are three determinant variables of pinworm infections: not washing hands with soap before eating (p < 0.01; Prevalence Odds Ratio (POR) = 6.47; 95% Confidence Interval [CI] = 2.87 < POR < 14.59); not washing hands with soap after defecation (p = 0.01; POR = 3.36; 95% CI = 1.40 < POR < 8.05); and not consuming anthelmintic drugs within the past six months (p = 0.03; POR = 2.43; 95% CI = 1.08 < POR < 5.50). Conclusion: Hand washing habits and annual deworming are important factors to prevent pinworm infections.

Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments

2020 ◽  
pp. 074193252091885
Author(s):  
Krystal L. Werfel ◽  
Stephanie Al Otaiba ◽  
Young-Suk Kim ◽  
Jeanne Wanzek
Keyword(s):  
Phonological Awareness ◽  
Language Impairment ◽  
Word Reading ◽  
First Grade ◽  
Typical Development ◽  
Speech Impairment ◽  
Single Word ◽  
Spelling Performance ◽  
Language Status ◽  
Word Spelling

The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children ( N = 529) completed measures of spelling, early word reading, expressive vocabulary, phonological awareness, and morphosyntactic knowledge. Children with language impairment, with or without speech impairments, demonstrated lower spelling performance than children with typical development; children with speech impairment only did not differ from children with typical development. In addition, early word reading and phonological awareness predicted spelling performance, regardless of group. Study findings indicate that language status, but not speech status, is a risk factor for low spelling performance in first grade, and that first-grade spelling instruction should focus on developing early word reading and phonological awareness.

scholarly journals MODERN TEACHERS OF PRESCHOOL AND EARLY SCHOOL EDUCATION IN POLAND ABOUT THE METHODS OF READING (PEDAGOGICAL THEORY AND PRACTICE)

2020 ◽  
pp. 140-149
Author(s):  
T. Janicka-Panek
Keyword(s):  
Primary School ◽  
Reading Instruction ◽  
School Children ◽  
Theory And Practice ◽  
Primary School Children ◽  
Teaching Reading ◽  
Primary School Teachers ◽  
Rural And Urban ◽  
Frequency Of Use ◽  
Early School

The experimental article presents the results of a study of methods of teaching reading to primary school children in Poland. The author describes the methodology and results of an experimental study involving certified teachers with relevant professional experience working in rural and urban schools. Respondents had to 1) choose from a list of methods that they know; 2) refer teaching methods to the names of their creators and its corresponding description; 3) determine the reasons for choosing one or another method of teaching reading; 4) name the frequency of use of reading exercises and their types; 5) provide information about the sources from which the interviewed teachers receive knowledge of the methods of teaching reading.The author emphasizes that primary school teachers in vocational education study and have at their disposal many methods of teaching reading to primary school children (color and sound method, composition method, good start method, an alternative method, natural reading method, early reading method, reading instruction and writing using the phonetic letter-color method, etc.). However, most often only one of them is used - analytical-synthetic, and the others are used sporadically. It has been experimentally proven that teachers do not see a connection between the low reading competence of many younger students and the limited methodological tools they use. Research results indicate routine and stereotypical exercises to improve reading, which may also be the cause of low effectiveness of reading instruction. It is necessary to raise the issue of the determinants of the analyzed pedagogical situation and look for effective methods of teacher training.

scholarly journals THE PHILOSOPHICAL UNDERSTANDING OF COMPASSION AS A METHODOLOGICAL FOUNDATION FOR ITS FORMATION IN PRIMARY SCHOOL CHILDREN

2020 ◽  
Vol 3 ◽  
pp. 587
Author(s):  
Tatiana Solovyova ◽  
Victoria Guseva
Keyword(s):  
Primary School ◽  
Emotional Response ◽  
Educational Activity ◽  
Primary School Children ◽  
Collective Unconscious ◽  
Educational Organizations ◽  
Genetic Method ◽  
Methodological Foundation ◽  
Philosophical Aspect ◽  
Philosophical Understanding

The relevance of the article is determined by the need for a philosophical aspect in the study of the category "compassion" for the discovery and understanding of new pedagogical possibilities of educational activity in primary school. The purpose of the article is to convey to the pedagogical community the quintessence of the philosophical positions reflecting the ideas of compassion in world culture.The methodology of the present study was the civilizational and axiological approaches; the historical and genetic method (theoretical), the study of the experience of educational organizations and personal pedagogical experience in school (empirical) were used in the work.The authors concluded that compassion in the process of education should be perceived as a priority of moral health of the pupils. The compassion is "stored" in the "collective unconscious" of humanity, reflecting the thoughts and feelings common to all people, resulting from their common emotional past.  For formation at pupils of compassion it is essential to cause them emotional response created by the teacher, the pedagogical situation, that there is some "moral habit" ("emotional skill"), a member of the "Super-Ego" personality, in other words, conscience. The authors show the ways and methodical means that provide awakening, raising from the depths of the subconscious some innate need to do goodness, the desire to help. 

scholarly journals Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

CoDAS ◽  
2015 ◽  
Vol 27 (3) ◽  
pp. 230-235 ◽  
Author(s):  
Suellen Vaz ◽  
Isabela de Oliveira Pezarini ◽  
Larissa Paschoal ◽  
Lourenço Chacon
Keyword(s):  
Primary School ◽  
Literacy Instruction ◽  
First Grade ◽  
Sao Paulo ◽  
Brazilian Portuguese ◽  
São Paulo ◽  
Spelling Performance ◽  
Current Survey ◽  
Brazilian Children

PURPOSE: To describe the spelling performance of children with regard to the record of sonorant consonants in Brazilian Portuguese language, to verify if the errors in their records were influenced by the accent in the word, and to categorize the kinds of errors found. METHODS: For this current survey, 801 text productions were selected as a result of the development of 14 different thematic proposals, prepared by 76 children from the first grade of primary school, in 2001, coming from two schools of a city from São Paulo, Brazil. Of these productions, all words with sonorant consonants in a syllabic position of simple onset were selected. They were then organized as they appeared as pre-tonic, tonic, and post-tonic syllables, unstressed and tonic monosyllables. RESULTS: The following was observed: the number of hits was extremely higher than that of errors; higher occurrence of errors in non-accented syllables; higher occurrence of phonological substitutions followed by omissions and, at last, orthographic substitutions; and higher number of substitutions that involved graphemes referring to the sonorant class. CONCLUSION: Considering the distribution of orthographic data between hits and errors, as well as their relationship with phonetic-phonological aspects, may contribute to the comprehension of school difficulties, which are usually found in the first years of literacy instruction.

scholarly journals Prevalence of Attention Deficit Hyperactivity Disorder Among Primary School Children in Riyadh, Saudi Arabia; 2015–2016

2017 ◽  
Vol 41 (S1) ◽  
pp. S120-S120
Author(s):  
T. Albatti ◽  
Z. ALHedyan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Saudi Arabia ◽  
Primary School ◽  
School Children ◽  
Attention Deficit ◽  
Rating Scale ◽  
Neurodevelopmental Disorder ◽  
First Grade ◽  
Primary School Children ◽  
Hyperactivity Disorder

IntroductionADHD is one of the most common neurodevelopmental disorder among children. It is described as a chronic impairing disorder that negatively affects the academic attainment and social skills of the child. Furthermore, ADHD symptoms continue into adulthood in 30–60% of affected children. Consequently, they will most likely be missed from employment many times.AimsDetermine the prevalence of attention deficit hyperactivity disorder among children in Saudi Arabia.ObjectivesDetermine the prevalence of attention deficit hyperactivity disorder among both governmental and private primary Saudi school children aged 6–9-year-old. And to measure the gender difference of ADHD prevalence. Also, to determine any association between the socio-demographic characteristic of parents of children with ADHD.MethodsAn observational cross-sectional study of 1000 primary school children belonging to 1st, 2nd and 3rd grade. The selected students were screened by the ADHD rating scale using multistage sampling technique. The first stage was selection of 20 schools from all Riyadh regions by simple randomization. The second stage was choosing children whom serial numbers were multiplies of five in each class. The ADHD rating scale was filled by both parents and teachers along with a socio-demographic questionnaire for the parents.ResultsThe estimated prevalence of ADHD was 3.4%. ADHD manifestations affect boys more than girls. In addition, ADHD was more frequent among children of illiterate mothers. Finally, ADHD was significantly more prevalent among first grade children.ConclusionThis epidemiological study filled the data gap of ADHD prevalence in Riyadh. The study's findings go in line with many nearby and global studies.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Adaptation as a factor of psychological safety of primary school children

2020 ◽  
Author(s):  
Galina Zakharchuk ◽  
Keyword(s):  
Primary School ◽  
School Children ◽  
Psychological Safety ◽  
First Grade ◽  
Primary School Children ◽  
Educational Motivation ◽  
School Maladjustment

The article contains the results of a study of school motivation and adaptation to school in younger students. The subjects were first-grade students, their teacher, and parents. Analysis of the results revealed students with problems in educational motivation and manifestations of school maladjustment, which can serve as both a cause and a consequence of problems in the psychological safety of students.

scholarly journals The Relationship of Conceptual Tempo to Reading Readiness Test Performance

1976 ◽  
Vol 8 (1) ◽  
pp. 83-87 ◽  
Author(s):  
Jon E. Shapiro
Keyword(s):  
Reading Instruction ◽  
Test Performance ◽  
First Grade ◽  
Test Results ◽  
Mental Age ◽  
Beginning Reading Instruction ◽  
Relationship Of ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Conceptual Tempo

This study was designed to investigate the relationship of reflection-impulsivity to performance on a standardized readiness measure. 90 first grade boys were administered the Matching Familiar Figures test to determine their conceptual tempo. 37 boys were classified as impulsive while 30 were determined to have a reflective conceptual tempo. After determining that no pre-existing differences on chronological age, mental age, or intelligence quotients were evident between the two groups, the 67 subjects were administered the Gates-MacGinitie Readiness Skills Test. Results of the statistical analyses revealed that the reflective subjects were significantly superior on overall test perfromance and on six of eight subtests. Implications for beginning reading instruction and for further research were drawn.

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