scholarly journals Are Teachers Paying Enough Attention to Low-achieving Students While Teaching Reading Strategies?

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 37-53
Author(s):  
Viktorija Sičiūnienė ◽  
Nijolė Toleikytė
Keyword(s):  
Diagnostic Tests ◽  
Reading Strategies ◽  
Reading Skills ◽  
School Level ◽  
Teaching Reading ◽  
Specific Reading ◽  
Low Achieving Students ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning

The article presents the results of the qualitative research on the attitude of teachers towards low-achieving students while teaching reading strategies. Such scientific studies have not been conducted in Lithuania before. This was the first research, which aimed to identify if the teachers allocated attention to low-achieving school learners while reflecting on the process of teaching/ learning reading strategies and the achieved results. The sample of the research included 33 teachers from Lithuanian schools. They were participants in the national project “Learning Teachers – Learning Students” in 2015–2016. For two years it was observed how teachers in cooperating teams learned to apply reading strategies and provided collegial feedback to each other. The authors of the article were experts, who prepared diagnostic tests measuring reading skills, provided recommendations to the teachers how to apply methodology for teaching reading strategies, to measure and analyse reading achievements. The research results revealed that not all the teachers of the Lithuanian language and mathematics repeatedly measured reading skills of their learners. The teachers’ responses show that the total dynamics of results of project schools is evaluated positively but in separate cases it is quite ambiguous. It was noticed that evaluating the dynamics of reading results, the focus is laid more on the average indicator in the class and too little attention is paid to monitoring and analysis of the results of separate learner groups, and on those of low-achieving students in particular, as well as to individual progress of learners. Analysing the teachers’ reflections on how decisions/agreements about application of specific reading strategies are made, it can be stated that collegial feedback, agreements at school level and colleagues support was particularly important to teachers but it lacked a focused orientation, too little attention was dedicated to observation and discussion of practice of reading strategy application.

scholarly journals Teaching Mathematics Bilingually for Kindergarten Students with Teaching Aids Based on Local Wisdom

2018 ◽  
Vol 11 (3) ◽  
pp. 8 ◽  
Author(s):  
Ririn Ambarini ◽  
Arso Setyaji ◽  
Sri Suneki
Keyword(s):  
Qualitative Method ◽  
Kindergarten Students ◽  
Math Learning ◽  
Math Ability ◽  
Teaching Aids ◽  
Learning Mathematics ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning ◽  
Math Concepts

Language and Mathematics are both skills and knowledge that need to master well so that it can be the provision for students’ future life when mingling with the community or society. Because of that the integration of teaching both language and Mathematics in bilingual Math learning will give many benefits to the students. They will learn not only how to interact with others by improving their communication skills but also how to develop their Math concepts and skills. Moreover students will also get lots of advantages by learning Mathematics bilingually. This study aimed to find out the development of the students’ English for Math ability in numbers and number sense in which the process of teaching learning is equipped with teaching aids based on local wisdom. The participants were 30 kindergarten students. The study used descriptive qualitative method and the results revealed that the teaching learning activities with teaching aids designed based on local wisdom have a significant effect on the development of both kindergarten students’ performance in English for Math activities and their love toward the local products found in their surrounding environment.

scholarly journals PENINGKATAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA DAN SIKAP SISWA MELALUI MODEL PEMBELAJARAN KONTRUKTIVISME (STUDI EKSPERIMEN KUASI PADA SEKOLAH DASAR)

2017 ◽  
Vol 4 (2) ◽  
pp. 45-65
Author(s):  
Faqih Hakim Hasibuan
Keyword(s):  
Effective Teaching ◽  
Reading Strategies ◽  
Reading Skills ◽  
Human Life ◽  
Reading Process ◽  
Teaching Reading ◽  
Communication Tool ◽  
Teaching Of Reading ◽  
Definition Of

Reading skills are skills that are very unique and important role for the development of knowledge. He also as a communication tool for human life. Teaching reading is probably the most effective teaching of reading is based on a good understanding of the reading process itself and which encourage mastery of reading strategies appropriate, but it must be admitted that there is no definition of the most appropriate.

scholarly journals Effective English Reading Strategies: English Language Learners’ Perceptions

2019 ◽  
Author(s):  
Waheeb S Albiladi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Shared Reading ◽  
Second Language Reading ◽  
English Reading ◽  
Specific Reading ◽  
Adult Language Learners

Research has shown that second language reading is the bridge that leads to developing otherlanguage skills such as speaking, writing, and vocabulary acquisition. Hence, the present studyaimed to explore adult language learners’ perspectives regarding the most effective andbeneficial reading strategies that can be used to develop their reading competency. Using aqualitative research method, the study examined what specific reading strategies languagelearners believe is effective in developing their reading skills. Analysis of the focus groupsrevealed five different reading strategies mentioned by the participants. These strategies were:Reading Aloud, Silent Reading, Shared Reading, Scanning or Skimming, and Timed Reading. Findings suggest that understanding the use of different reading strategies is important, solanguage teachers need to devote more learning time to introduce reading strategies during ESL classes.

scholarly journals Summarising technique taught in a teaching experiment

2020 ◽  
Author(s):  
María Clara Rivas ◽  
Miguel Del Pino
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Skills ◽  
Quality Measurement ◽  
Teaching Experiment ◽  
Education Quality ◽  
Specific Reading ◽  
Principal Finding ◽  
The City ◽  
Comprehension Tests

<p>The article presents a teaching experiment contextualised in three schools in the city of Temuco, Chile. The study included courses in primary and secondary schools, and was planned to address a problem of low reading comprehension among the pupils identified in standardised tests like the Education Quality Measurement System (SIMCE). The problem arises especially from the lack of specific reading strategies to facilitate comprehension by the pupils, especially though inference, interpretation and reflection. The object of this teaching experiment was to impart to pupils a grammatical summarising strategy to enable them to schematise and grasp the information in a text, allowing them to gain reading skills. To do this, a summarising technique was developed and taught to teachers and pupils in municipal-public and subsidised schools; the results were assessed through reading comprehension tests focused on the skills of reflection on the text and relation and interpretation of the information. The principal finding of the experiment, based on the levels achieved in the tests, was that the summarising technique helped the pupils to locate information, which was reflected in their increased ability to draw inferences from and reflect on the text.</p><p><br></p>

scholarly journals Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School

2011 ◽  
Vol 12 (2) ◽  
pp. 9 ◽  
Author(s):  
Olga Lucía León Corredor ◽  
Dora Inés Calderón
Keyword(s):  
Sign Language ◽  
First Grade ◽  
Written Language ◽  
Deaf Children ◽  
First Year ◽  
Experience Teaching ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Teaching Learning ◽  
Learning Issues

This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language) is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

scholarly journals A QUESTIONNAIRE FOR EVALUATING PUPILS’ COGNITIVE PATH ABOUT SYMMETRY AT PRIMARY SCHOOL

2021 ◽  
Author(s):  
Simone Brasili ◽  
◽  
Riccardo Piergallini
Keyword(s):  
Primary School ◽  
Language Processing ◽  
Interdisciplinary Approach ◽  
School Level ◽  
Modern Concept ◽  
Learning Sequence ◽  
School Students ◽  
Learning Path ◽  
And Mathematics ◽  
Teaching Learning

The fundamental role of symmetry has to be more closely enhanced in the interplay between mathematics and physics to foster the teaching of the Nature of Science. In our presentation, we explore the positive effect of introducing the modern concept of symmetry viewed as “sameness within change”. A teaching-learning sequence (TLS) was conducted to test the challenges of an interdisciplinary approach based on symmetry and invariance in the educational context, namely at the primary school level. In the design of this sequence, solving the game of closing special cardboard boxes provides a fundamental role. The study evaluates how the specific teaching action makes the modern concept of symmetry in principle appropriate for primary school students through manipulative games. We investigate the students’ cognitive paths about symmetry during the sequence by analysing pre- and post-sequence questionnaires. The questionnaire comprises four questions with dichotomous choice, items text, narrative text, and open justification. It is structured mainly in three domains devoted to cognitive, affective, and psychomotor dimensions. The analysis is composed of a mixed method approach. The investigations incorporate qualitative data with Text Analytics and Natural Language Processing (NLP) statistics to identify and extract information from pupils’ written reflections. Our study also explores whether the emotion experienced by students plays a role in the TLS. Results show that educational activities induce the increasing knowledge and skills of students. In particular, most students interpreted the lessons as experiences rich in stimuli and insights on symmetry and mathematics in general. The findings also bring important suggestions and contents of reflection that teachers can consider for exploiting the potential learning path on symmetry and invariance.

The eAssessment of Key Competences and Their Relationship With Academic Performance

2018 ◽  
pp. 479-491
Author(s):  
Fernando Martinez-Abad ◽  
Patricia Torrijos-Fincias ◽  
María José Rodríguez-Conde
Keyword(s):  
Academic Performance ◽  
Basic Education ◽  
Research Work ◽  
Education Students ◽  
Validated Questionnaire ◽  
Language And Mathematics ◽  
Information Skills ◽  
And Mathematics ◽  
Teaching Learning ◽  
School Curricula

Even though in the current information-rich environment information skills have become a key competence within school curricula, their transversal, sometimes marginal character is maintained in basic education. This research work intends to facilitate the teachers information-rich environment information skills have become a key competence within school curricula, their transversal, sometimence, understood mainly as the performance in language and mathematics. The sample of the study was composed of 258 secondary education students from Spain, who completed a validated questionnaire that evaluated information skills. The results show a significant positive relationship between information skills and academic performance. The authors conclude by discussing the importance of emphasizing the study of information skills as a factor associated with academic performance, aiming to foster their effective integration in formal teaching-learning processes.

The eAssessment of Key Competences and their Relationship with Academic Performance

2016 ◽  
Vol 9 (4) ◽  
pp. 16-27 ◽  
Author(s):  
Fernando Martinez-Abad ◽  
Patricia Torrijos-Fincias ◽  
María José Rodríguez-Conde
Keyword(s):  
Academic Performance ◽  
Basic Education ◽  
Research Work ◽  
Education Students ◽  
Validated Questionnaire ◽  
Language And Mathematics ◽  
Information Skills ◽  
And Mathematics ◽  
Teaching Learning ◽  
School Curricula

Even though in the current information-rich environment information skills have become a key competence within school curricula, their transversal, sometimes marginal character is maintained in basic education. This research work intends to facilitate the teachers information-rich environment information skills have become a key competence within school curricula, their transversal, sometimence, understood mainly as the performance in language and mathematics. The sample of the study was composed of 258 secondary education students from Spain, who completed a validated questionnaire that evaluated information skills. The results show a significant positive relationship between information skills and academic performance. The authors conclude by discussing the importance of emphasizing the study of information skills as a factor associated with academic performance, aiming to foster their effective integration in formal teaching-learning processes.

Sign in / Sign up

Export Citation Format

Share Document