Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms

1999 ◽  
Vol 34 (3) ◽  
pp. 312-341 ◽  
Author(s):  
Karin L. Dahl ◽  
Patricia L. Scharer ◽  
Lora L. Lawson ◽  
Patricia R. Grogan
Keyword(s):  
Student Achievement ◽  
Whole Language ◽  
First Grade ◽  
Phonics Instruction

scholarly journals Is Daily Parental Help with Homework Helpful? Reanalyzing National Data Using a Propensity Score–Based Approach

2019 ◽  
Vol 92 (4) ◽  
pp. 367-385 ◽  
Author(s):  
Angran Li ◽  
Daniel Hamlin
Keyword(s):  
Student Achievement ◽  
Propensity Score ◽  
Negative Relationship ◽  
First Grade ◽  
Minority Status ◽  
National Data ◽  
High Propensity ◽  
Prior Achievement ◽  
Nationally Representative ◽  
The Relationship

Previous analyses of large national datasets have tended to report a negative relationship between parental homework help and student achievement. Yet these studies have not examined heterogeneity in this relationship based on the propensity for a parent to provide homework help. By using a propensity score–based approach, this study investigates the relationship between daily parental homework help in first grade and student achievement in third grade with nationally representative data from the Early Childhood Longitudinal Study–Kindergarten Class. Results indicated that low prior achievement, socioeconomic disadvantage, and minority status were associated with a high propensity to provide daily homework help. Daily parental homework help was also associated with improved achievement for children whose parents had a high propensity to provide daily homework help. These patterns suggest that complex factors induce daily parental homework help and that these factors are related to heterogeneity in the relationship between daily parental homework help and achievement.

Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement

1998 ◽  
Vol 99 (2) ◽  
pp. 101-128 ◽  
Author(s):  
Ruth Wharton-McDonald ◽  
Michael Pressley ◽  
Jennifer Mistretta Hampston
Keyword(s):  
Student Achievement ◽  
Literacy Instruction ◽  
First Grade ◽  
Teacher Characteristics

scholarly journals Penerapan Model Induktif Kata Bergambar untuk Meningkatkan Keterampilan Membaca Permulaan Siswa Sekolah Dasar

2020 ◽  
Vol 5 (9) ◽  
pp. 1365
Author(s):  
Angelina C. O. R. Lake ◽  
Muakibatul Hasanah ◽  
Furaidah Furaidah
Keyword(s):  
Student Achievement ◽  
Reading Skills ◽  
First Grade ◽  
Beginning Reading ◽  
Reading Test

<p><strong>Abstract:</strong><em> </em>This research aimed to increase the beginning reading skills of first grade students of SD Inpres 2 Oepura Kupang by using inductive model of picture words. The student achievement was measured by using reading test and observation. The results showed that the use of the inductive model of picture words could increase the beginning reading skills of the students</p><strong>Abstrak:</strong> Penelitian ini bertujuan mendeskripsikan proses pembelajaran dan peningkatan keterampilan membaca permulaan menggunakan model induktif kata bergambar siswa kelas I SD. Penelitian ini dilaksanakan di SD Inpres Oepura 2 Kupang-NTT. Peningkatan keterampilan membaca permulaan siswa melalui model induktif kata bergambar diukur menggunakan tes dan lembar observasi. Hasil penelitian menunjukkan bahwa penggunaan model induktif kata bergambar dapat meningkatkan keterampilan membaca permulaan siswa.

Whole language practices in first grade reading instruction

1990 ◽  
Vol 29 (3) ◽  
pp. 14-26 ◽  
Author(s):  
Paul M. Hollingsworth ◽  
D. Ray Reutzel ◽  
Elaine Weeks
Keyword(s):  
Reading Instruction ◽  
Whole Language ◽  
First Grade ◽  
Language Practices

Voices Inside Schools: The Poet, the CEO, and the First-Grade Teacher

2001 ◽  
Vol 71 (2) ◽  
pp. 269-285 ◽  
Author(s):  
Mary Ellen Dakin
Keyword(s):  
High School ◽  
Student Achievement ◽  
Chief Executive Officer ◽  
Teaching And Learning ◽  
Chief Executive ◽  
First Grade ◽  
English Teacher ◽  
High School English ◽  
Hewlett Packard ◽  
Grade Teacher

Using the poetry of Walt Whitman (the Poet), an MIT graduation speech by Carleton Fiorina, the chief executive officer of Hewlett-Packard (the CEO), and the words of a teacher (the First-Grade Teacher), high school English teacher Mary Ellen Dakin shares with readers the transformation of her understanding of student achievement. Dakin expands her notions of intelligence and achievement to validate and incorporate ideas she had previously rejected. Through an introspective process, Dakin is able to find success in places she never thought to look. This essay encourages teachers to challenge and broaden the assumptions that they bring to teaching and learning. (pp. 269-284)

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