A Phase 2 Exploratory Trial of a Vocabulary Intervention in High Poverty Elementary Education Settings

This article reports results of a phase 2 exploratory trial of a vocabulary program delivered in elementary schools to improve student’s reading ability, including their comprehension. The intervention was tested as a targeted intervention in classrooms with children aged 7–10 across 20 weeks during one school year, with eligible students learning in small groups of four. Teachers and support staff received training in this cooperative learning approach to develop children’s vocabulary with particular focus on Tier‐2 words. School staff received additional support and resources to equip them to develop and implement the vocabulary instruction sessions to targeted students. The trial was undertaken with a sample of 101 students in seven schools from three English district areas with high levels of socio‐economic disadvantage. A standardized reading test was used to measure reading outcomes, with significant gains found in student’s overall reading ability, including comprehension. Owing to the positive results found in this trial, including positive feedback about implementation of the technique, next steps should be a larger trial with 48 schools to avoid the risk of sampling error due to limited number of schools.

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Penerapan Teknik Cantol Roudhoh Dalam Pembelajaran Membaca Suku Kata

Lughotuna: Jurnal Pendidikan Bahasa Arab ◽

10.46552/ljpba.v1i1.3 ◽

2020 ◽

Vol 1 (1) ◽

pp. 69-80

Author(s):

Supriyanti

Keyword(s):

Action Research ◽

Data Collection ◽

Qualitative Analysis ◽

Reading Ability ◽

Reading Skills ◽

Female Students ◽

Male Students ◽

School Year ◽

Group B ◽

Collection Methods

The ability to read in the Raudhotul Atfal (RA) education unit makes the study interesting especially in terms of Arabic reading skills. This study aims to improve the reading ability of RA Mambaul Barokah's children syllables using the Cantol Roudhoh Technique. The subjects were group B children in RA Mambaul Barokah with 20 students consisting of 8 male students and 12 female students. The type of research used is Classroom Action Research (CAR), which was carried out using 2 cycles. Each cycle consists of four stages, namely planning, implementing actions, observing, and reflecting. Data collection methods used are descriptive and qualitative analysis. The results of preliminary observations before the action showed that children who had mastery reading ability of syllables reached 55%, in the implementation of learning with cantol roudhoh technique in the first cycle rose to 57% and in the second cycle to 95%. Based on these results it can be concluded that the cantol roudhoh method is able to improve syllable reading in RA Mambaul Barokah students in the 2018/2019 school year.

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Longer Term Effects of a Tier 2 Kindergarten Vocabulary Intervention for English Learners

Remedial and Special Education ◽

10.1177/0741932511420739 ◽

2011 ◽

Vol 34 (2) ◽

pp. 91-101 ◽

Cited By ~ 7

Author(s):

Patricia F. Vadasy ◽

J. Ron Nelson ◽

Elizabeth A. Sanders

Keyword(s):

English Learners ◽

Tier 2 ◽

Vocabulary Intervention

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Analysis of Quantitative Change of Motor Child Indicators of Secondary School Students Under The Influence of Regular Physical Education // Analiza kvantitativnih promjena pokazatelja motoričkih znanja učenika srednje škole pod uticajem redovne nastave tjelesnog odgoja

Спортске науке и здравље - АПЕИРОН ◽

10.7251/ssh1801042b ◽

2018 ◽

Vol 15 (1) ◽

Author(s):

Senad Bajrić ◽

Osmo Bajrić ◽

Velibor Srdić ◽

Saša Jovanović

Keyword(s):

Physical Education ◽

Elementary Education ◽

Secondary School ◽

Motor Skills ◽

Secondary School Students ◽

Measurement Data ◽

Global Changes ◽

School Students ◽

School Year ◽

Quantitative Changes

The research was conducted on a sample of 166 students of „Secondary Technical School Travnik”, first and second malegrade who regularly attended elementary education during the 2016/2017 school year. A total of 15 variables were used in the research to assess the level of motor skills (three variables for assessing the motor skills of basketball, volleyball, handball, volleyball and athletics).The main aim of the research was to determine the quantitative changes of the motor skills of secondary school students through the longitudinal study in one school year duration under the influence of the program contents of regular physical education. Quantitative changes in motor skills and analysis of differences between initial and final measurements were determined by analysis of changes under the difference model and SSDIF analysis (Bonacin, 2004). By projecting measurement data, a hypothetical measurement matrix is defined, and by explicating the set of linear displacements on the association matrix, a structural vector is described describing quantitative changes, taking into account the relations of initial variables.The results of the SSDIF analysis indicate that a one-year curriculum of physical education has caused statistically significant changes in motor skills at the global level (p = 0.000). According to the results of the quantitative global changes, they are not particularly significant and extend across a whole set of analyzed variables. The greater the number of variables that contribute to these quantitative changes, but the contributions of some variables to the discriminating function are relatively small, which means that the effects produced are mild, without dramatic changes, and virtually all variables contribute positively.

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B’laan Population Structure and School Indicators: Basis for School Planning

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2020/v12i330313 ◽

2020 ◽

pp. 30-41

Author(s):

Amelie T. Bello ◽

Susan E. Bardos

Keyword(s):

Population Structure ◽

Elementary Schools ◽

Elementary Education ◽

Survey Design ◽

School Administrators ◽

Cellular Phone ◽

Relevant Information ◽

Cluster Sampling ◽

School Planning ◽

School Year

Aims: The aim of this study was to determine the B’laan population structure and school indicators of Matanao II District as basis for school planning. Study Design: Descriptive survey design. Place and Duration of Study: Matanao, Davao del Sur during the School Year 2017-2018. Methodology: The respondents of the study were the fifty (50) Grade Six B’laan pupils, twenty-one and (21) school administrators of Matanao II District. Universal sampling method using the complete enumeration technique was utilized where respondents of the survey were school administrators and barangay personnel. However, cluster sampling was used in selecting the Grade Six pupils among elementary schools in Matanao District.Three sets of survey instruments were used to gather the relevant information. Data gathered were treated using the frequency and relative frequency. Results: Majority of the Grade Six B’laan pupils were in the age of 12 years old and above, female, and believers of Christ to the Orient. Most of them did not have siblings studying in college. Their parents were in the elementary level, earning a monthly income of ₱1,001.00 to ₱3,000.00, and had 1 to 6 children. The common household appliances they had were television set, cellular phone, radio, electric fan, DVD player and motorcycle. The mode of transportation from home to school was mostly through walking. Majority of them did not spend any amount for their transportation, food and daily allowance. As to the profile and structure of the elementary schools, most schools in Matanao II District had a total land area of 2.0 to 2.9 hectares occupied by 4 to 6 buildings having 5 to 8 classrooms. Schools offered complete elementary education with 5 to 8 teachers handling the classes of 100 to 200 B’laan pupils. The number of B’laan pupils graduated from the schools per year was within the range of 10 to 60 pupils. Moreover, the National Achievement Test results showed that schools had an average MPS of 81-85. From the map generated, the researcher found that the average population density of B’laan were 2.07 with barangay Manga, Lagaan and Bangkal as that the top 3 barangays having the largest density of B’laan population.

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Een Onderzoek Naar De Effecten Van Luistervaardigheidstraining

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.23.02anc ◽

1985 ◽

Vol 23 ◽

pp. 7-14

Author(s):

Heiko Anceaux

Keyword(s):

Reading Ability ◽

Vocabulary Knowledge ◽

First Year ◽

Light Weight ◽

Grammatical Knowledge ◽

Research Project ◽

Whole School ◽

School Year ◽

First Results ◽

Positive Results

This article discusses the first results of a research project carried out in a number of first-year forms in Dutch schools for secondary education. By the side of the regular programme for French, this research project offered a light-weight extra listening programme, while for the sake of comparison other classes were offered a light-weight extra reading programme. After a few months in an interim test the pupils' reading ability, grammatical knowledge and vocabulary knowledge were evaluated. As a rough conclusion of this interim test it can be stated that the reading programme has yielded the most positive results at this level of teaching. The results of the listening-programme on the other hand are as yet hardly spectacular. At the end of the research project, which will be carried out during one whole school year, a final test will be given.

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Setting the Scene: Coordinating a Classroom Community

Learning Together ◽

10.1093/oso/9780195097535.003.0011 ◽

2001 ◽

Author(s):

Donene Polson

Keyword(s):

Elementary Education ◽

Classroom Community ◽

Community Of Learners ◽

School Year ◽

Parent Role ◽

Working Together ◽

Tremendous Amount ◽

Teachers And Parents ◽

The University

Throughout my years at the OC, first as a parent and then also as a teacher, I have given a lot of thought to the structure and coordination of the classroom, which supports parents, children, and teachers in creating a community of learners. I had enrolled my children in the OC because I liked the idea of students, teachers, and parents all working together as a community to help children learn. After spending a great deal of time as a co-oper, I returned to the university to earn a degree in elementary education and then added the role of teacher to my established parent role in the OC. In a community of learners, a tremendous amount of work is done behind the scenes—extensive coordination, planning, and structure allow the daily learning and activities to flow smoothly. It is like a ballet, where the performers move so gracefully, flowing to their positions and cooperating with such beauty that it looks deceptively simple. Yet we know it is preparation, planning, refining, and cooperation that allow the production to run so smoothly. In the OC, the coordination is based on backstage efforts among the adults of each classroom, teamwork among children and adults, and daily and weekly routines around which children’s, co-opers’, and teachers’ activities are organized. Although the teacher plays a unique role, coordination and planning are shared among all participants and extend beyond individual classrooms to the OC program as a whole. . . . Backstage Coordinating among Adults in the Classroom . . . A key support for coordinating the classroom community is the collaboration among adults. Before the school year begins, parents and the teacher hold a meeting at a family’s home to prepare for the upcoming year, getting acquainted and establishing weekly co-oper schedules and curriculum areas for the parents’ contributions to the classroom teaching. As teacher, I figure out how to coordinate the co-opers’ schedules, interests, and talents from their work, hobbies, and outside activities to create a balanced weekly structure that becomes the framework for the children’s activities.

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Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language

AERA Open ◽

10.1177/2332858419897886 ◽

2020 ◽

Vol 6 (1) ◽

pp. 233285841989788

Author(s):

Trina D. Spencer ◽

Meghan Moran ◽

Marilyn S. Thompson ◽

Douglas B. Petersen ◽

M. Adelaida Restrepo

Keyword(s):

Treatment Group ◽

Oral Language ◽

Dual Language ◽

Language Instruction ◽

Tier 2 ◽

School Year ◽

Group Lessons ◽

Oral Language Skills ◽

Tier 2 Intervention ◽

Cluster Randomized

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children’s oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large-group lessons in English to the whole class twice per week. For a Tier 2 intervention, the teachers delivered small-group lessons 4 days a week, alternating the language of intervention daily (first Spanish, then English). Group posttest differences were statistically significant, with moderate to large effect sizes favoring the treatment group on all the English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary) and a distal measure of language comprehension.

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Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention

Council review ◽

10.1177/0014402918789162 ◽

2018 ◽

Vol 85 (2) ◽

pp. 163-179 ◽

Cited By ~ 5

Author(s):

Michael D. Coyne ◽

D. Betsy McCoach ◽

Sharon Ware ◽

Christy R. Austin ◽

Susan M. Loftus-Rattan ◽

...

Keyword(s):

At Risk ◽

Listening Comprehension ◽

Vocabulary Learning ◽

Vocabulary Instruction ◽

Vocabulary Knowledge ◽

Receptive Vocabulary ◽

Tier 2 ◽

Vocabulary Intervention ◽

The Impact ◽

To Receive

We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also examined whether moderation would offset the benefits of providing Tier-2 vocabulary intervention within a multitiered-system-of-support (MTSS) or response-to-intervention framework. Participants included students from two previous studies identified as at risk for language and learning difficulties who were randomly assigned in clusters to receive small-group vocabulary intervention in addition to classroom vocabulary instruction ( n = 825) or to receive classroom vocabulary instruction only ( n = 781). A group of not-at-risk students ( n = 741) who received classroom vocabulary instruction served as a reference group. Initial vocabulary knowledge measured at pretest moderated the impact of intervention on experimenter-developed measures of expressive vocabulary learning and listening comprehension favoring students with higher initial vocabulary knowledge. Tier-2 intervention substantially counteracted the Matthew effect for target word learning. Intervention effects on listening comprehension depended on students’ initial vocabulary knowledge. Implications present benefits and challenges of supporting vocabulary learning within an MTSS framework.

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