Morphological Awareness and Reading Abilities for Early Elementary School Students with Poor Reading Skill

2015 ◽  
Vol 24 (2) ◽  
pp. 35-47
Author(s):  
김순호 ◽  
정경희
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Morphological Awareness ◽  
Reading Skill ◽  
Early Elementary ◽  
School Students ◽  
Poor Reading ◽  
Reading Abilities ◽  
Early Elementary School

scholarly journals Teaching Evolution Concepts to Early Elementary School Students

2009 ◽  
Vol 2 (3) ◽  
pp. 458-473 ◽  
Author(s):  
Louis Nadelson ◽  
Rex Culp ◽  
Suzan Bunn ◽  
Ryan Burkhart ◽  
Robert Shetlar ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Early Elementary ◽  
School Students ◽  
Teaching Evolution ◽  
Early Elementary School

An Interprofessional Approach to Dialect-Shifting Instruction for Early Elementary School Students

2021 ◽  
Vol 52 (1) ◽  
pp. 139-148 ◽  
Author(s):  
Arynn S. Byrd ◽  
Jennifer A. Brown
Keyword(s):  
Elementary School ◽  
Student Satisfaction ◽  
Elementary School Students ◽  
American English ◽  
Third Grade ◽  
Early Elementary ◽  
School Students ◽  
Third Grade Students ◽  
Early Elementary School ◽  
Grade Level Differences

Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school participated in a 7-week dialect-shifting instruction co-taught by the classroom teachers and a speech-language pathology graduate clinician. Students' use of dialect-shifting and dialect density was measured by calculating dialect density measures in retells presented in AAE and mainstream American English and responses to situational dialect-shifting and applied dialect-shifting tasks. Teacher surveys and interviews about the feasibility and perceived impacts were conducted. Results Initial impacts of the curriculum demonstrated increased dialect awareness for all students, with grade-level differences when students were asked to explicitly dialect-shift. In particular, second- and third-grade students were more proficient at dialect-shifting AAE features included in the curriculum. Additionally, high rates of administrator, teacher, and student satisfaction, teacher generalization, and maintenance of incorporating contrastive analysis instruction into class activities were reported. Conclusions Literacy and play-based instruction are feasible methods to create a dialect-shifting curriculum tailored to younger students. Furthermore, the feasibility and effectiveness of the curriculum were supported by an interprofessional approach. Supplemental Material https://doi.org/10.23641/asha.13524317

Variations in Both-Addends-Unknown Problems

2014 ◽  
Vol 21 (2) ◽  
pp. 114-121
Author(s):  
Zachary M. Champagne ◽  
Robert Schoen ◽  
Claire M. Riddell
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Word Problems ◽  
The Other ◽  
Problem Type ◽  
Early Elementary ◽  
School Students ◽  
Early Elementary School

Early elementary school students are expected to solve twelve distinct types of word problems. A math researcher and two teachers pose a structure for thinking about one problem type that has not been studied as closely as the other eleven.

scholarly journals Pola Asuh Orang Tua Terhadap Kecerdasan Sosial Siswa Kelas Awal Sekolah Dasar

2018 ◽  
Author(s):  
Reza Rachmadtullah ◽  
Winda Wirasti Aguswara
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Social Intelligence ◽  
P Value ◽  
Early Elementary ◽  
School Students ◽  
Kendall’S Tau ◽  
Kendall's Tau ◽  
Early Elementary School ◽  
Early Grade

The purpose of this study was to determine the relationship of parenting parents with social intelligence graders Elementary School early this research was conducted in the district Mempawah Hilir, West Borneo sample of 20 parents and 20 students of a class early elementary school. The method used is descriptive correlation and design cross results showed that parenting parents mostly parenting democratic ie a total of 12 respondents (60%), social intelligence graders early elementary school is largely a good number of 10 respondents (50% ) and the calculation of correlation Kendall's tau parenting parents with social intelligence that early grade students of Elementary School (r1.2) = 0.787 with a significance p-value 0.000 (<0.05) test Kendall's Tau. So can disimpulankan a positive relationship between parents' parenting classes beginning with the intelligence of elementary school students and better parenting parents who applied the social intelligence early grade elementary school students, the better

Using Models to Build an Understanding of Functions

2001 ◽  
Vol 6 (5) ◽  
pp. 310-318 ◽  
Author(s):  
Kathleen Cramer
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Middle School Students ◽  
Middle Grades ◽  
Early Elementary ◽  
School Students ◽  
Early Elementary School

From the time that students enter kindergarten and throughout their early elementary school years, they should have multiple experiences exploring patterns. The study of patterns for middle school students should shift to the study of functions (NCTM 1989). The question that this article addresses is how to plan and organize instruction for middle-grades students to help them develop an understanding of function.

scholarly journals PENANAMAN PEMAHAMAN HUBUNGAN ANTARA BILANGAN PADA SISWA BARU SEKOLAH DASAR MELALUI PEMBELAJARAN PMRI

2018 ◽  
Vol 1 (2) ◽  
pp. 139
Author(s):  
Sri Imelda Edo ◽  
Vera Rosalina Bulu
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Design Research ◽  
Number Sense ◽  
School Students ◽  
Numerical Reasoning ◽  
Early Elementary School ◽  
Early Grade ◽  
The Right ◽  
Number Relation

Students who have a good number sense can think and reason flexibly use numbers to solve problems, find answers that don't make sense, understand how numbers can be separated and put together in different ways, see connections between number operations, do mental calculations, and make reasonable estimates. Whereas, on the other hand, students with a poor number sense tend to depend on procedures rather than reasons, often not paying attention when answers or estimates don't make sense and have limited numerical reasoning. Therefore planting an understanding of numbers with the right method must be done early.  This study aims to know how can PMRI approach context fabel construct early elementary school students understanding in finding number relation. Design research method used to reach this goal and tested in SDN Angkasa Penfui with 36 early grade 1 elementary school students as the subject. The results show that the PMRI approach using fable as a context construct students understanding in finding number relation flexibly.

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