scholarly journals Learning the Song Lyrics Through the Movement in Music Teaching for the Pupils aged 6-7

2015 ◽  
Vol 1 ◽  
pp. 457
Author(s):  
Iveta Kepule
Keyword(s):  
Scientific Literature ◽  
Teaching Experience ◽  
First Grade ◽  
Practical Experience ◽  
Social Processes ◽  
Reading Literacy ◽  
Music Teaching ◽  
Poor Reading ◽  
Good Reading ◽  
Song Lyrics

Good reading literacy is one of the basic social and economic requirements for the society of the 21st century. Not all pupils have sufficient reading literacy starting the first grade. Poor reading literacy does not allow the pupils to synthesize melody with the lyrics successfully ; pupils concentrate on reading the lyrics but not on the reproduction of sound and melody in specific rhythm and pitch. The aim of the research is to develop specific methodological techniques for learning the song lyrics through the movement, in order to improve the singing skills of the pupils during the integrated process of music teaching, taking into consideration the modern social processes. The methods of the research: the article reflected the analysis of scientific literature, the opinions are based on the use of the author teaching experience. The article provides a standpoint and practical experience for learning the song lyrics in combination with movements, gestures and mimics.

Early Reading Achievement in Children With Expressive Phonological Disorders

1999 ◽  
Vol 8 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Linda S. Larrivee ◽  
Hugh W. Catts
Keyword(s):  
Reading Achievement ◽  
Phonological Awareness ◽  
First Grade ◽  
Language Ability ◽  
Control Group ◽  
Poor Reading ◽  
Reading Outcomes ◽  
Phonological Disorders ◽  
Good Reading ◽  
Expressive Phonology

In this study, 30 children with expressive phonological disorders and 27 children with normally developing phonological and language abilities were administered measures of expressive phonology, phonological awareness, and language ability at the end of kindergarten. A year later, children were given tests of reading achievement. Although the group with expressive phonological disorders performed significantly less well than the control group on tests of reading achievement, a great deal of within-group variability was observed. Children with expressive phonological disorders were divided into those with good and poor reading outcomes and compared on measures of expressive phonology, phonological awareness, and language ability. Children with poor reading outcomes had more severe expressive phonological disorders (as measured by a multisyllabic word and nonword repetition task; MULTI-PCC), poorer phonological awareness, and poorer language skills than did children in the good reading outcome group. Hierarchical multiple regression indicated that expressive phonology (as measured by MULTI-PCC) and phonological awareness in kindergarten accounted for significant amounts of variance in first-grade reading achievement. Variability in children’s expressive phonology and phonological awareness may be a reflection of individual differences in their development of phonological representations. Clinical implications of these findings for identification and remediation of reading disabilities are discussed.

scholarly journals The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children

2020 ◽  
Author(s):  
Sarmīte Tubele ◽  
◽  
Kristīne Serova ◽  
Keyword(s):  
Cognitive Development ◽  
Phonological Awareness ◽  
Research Methods ◽  
Scientific Literature ◽  
Modern Society ◽  
First Grade ◽  
Reading Performance ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Reading Literacy

This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists participated in this study. The research included 26 training lessons. The purpose of this research was to evaluate the developed material as a reading literacy promotion tool for 6 to 7 year old children. The following research methods were used: the analysis of the scientific literature and the evaluation of the children’s reading performance. During the research the following observation was made: the most significant improvement in the reading performance was demonstrated by the first grade children as compared to kindergarten children with a linear improvement results. When interpreting the results, the following aspects should be taken into consideration: a child’s overall cognitive development, the school’s curriculum and the child’s environment.

Main topics and recent experiences for environmental monitoring and modelling diffuse pollution

1996 ◽  
Vol 33 (4-5) ◽  
pp. 63-72
Author(s):  
Federico Preti
Keyword(s):  
Groundwater Contamination ◽  
Scientific Literature ◽  
Practical Experience ◽  
Field Monitoring ◽  
Research Field ◽  
Scale Model ◽  
Nonpoint Pollution ◽  
Nonpoint Sources ◽  
Test Models ◽  
Basin Scale

Monitoring and modelling are two complementary instruments necessary for the analysis of pollution phenomena, such as groundwater contamination and lakes eutrophication, often generated by diffuse (nonpoint) sources (NPS). A review of scientific literature has been conducted to obtain the information necessary to develop a correct methodology relative to environmental field monitoring and modelling agricultural nonpoint pollution. A questionnaire has been handed out to several researchers who are involved in this research field in order to learn of other pertinent activities being undertaken and to facilitate the exchange of information. Testing and verification of a methodology for the analysis of contamination caused by the use of agrochemicals, based on field monitoring studies and the application of a distributed nonpoint pollution model, have been conducted in Italy. Based on the research developed and practical experience, some of the main guidelines for conducting studies of pollution processes caused by agriculture as well as a summary of theoretical and practical aspects encountered in the design of field and basin scale model validation studies and in the use of published experimental results to test models can be proposed.

Perfil dos Professores de Ensino Fundamental sobre Dificuldade Visual/ Profile of Elementary School Teachers about Visual Impairment.

1970 ◽  
Vol 3 (2) ◽  
pp. 25-33
Author(s):  
Mariana Garcia Lopes Arena ◽  
Priscila Silva De Araújo ◽  
Thaíssa Santos de Carvalho Ottoboni ◽  
Clarissa Santos de Carvalho Ribeiro
Keyword(s):  
Visual Impairment ◽  
Elementary School Teachers ◽  
School Health ◽  
Teaching Experience ◽  
Signs And Symptoms ◽  
First Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Eye Health ◽  
The City

Objetivos: Verificar os conhecimentos e ações desenvolvidas por professores que atuam com alunos do ensino fundamental em relação aos sinais e sintomas indicativos de dificuldades visuais, analisando suas condutas diante do problema. Materiais e métodos: Realizou-se levantamento entre professores da primeira série do ensino fundamental de escolas públicas, estaduais e municipais, do município de Itajubá - MG, no ano letivo de 2013. Foi utilizado questionário autoaplicável como instrumento de coleta de dados. Resultados e discussão: Todos os 21 professores de escolas públicas responderam o questionário. A média de idade foi de 40,9 anos e a média de magistério, de 20,3 anos. Quanto à formação profissional, a maioria não apresenta capacitação na área (90,5%). Em relação aos sinais e sintomas de dificuldade visual, os mais indicados foram dificuldade para ler na lousa (100%), dor de cabeça (95,2%), franzir a testa (90,5%) e aproximação exagerada de objetos e livros (90,5%). Dentre os professores, 80,9% indicaram ter tido algum aluno com dificuldade visual no último ano, enquanto 19,1% não suspeitaram. Entre os professores que indicaram ter algum aluno com dificuldade visual, 88,2% tiveram como conduta orientar os pais, 70,6% orientou procurar um oftalmologista, 58,8% orientaram a direção e somente 23,5%, orientaram o aluno. Conclusão: Apesar dos professores apresentarem algum conhecimento sobre a saúde ocular, estes ainda são insuficientes e suas ações são incompletas.  Palavras-chave: Promoção de saúde; acuidade visual; saúde escolar.    ABSTRACT Objectives: The study aims to determine the knowledge and actions developed by teachers working with elementary students for signs and symptoms which may show visual difficulties, analyzing the behaviors of teachers on the issue. Methods: We conducted a survey among first grade teachers of public state and city schools, in the city of Itajubá - MG, in the year of 2013. Self-administered questionnaire was used as an instrument for data collection. Results and discussion: All the 21 public school teachers answered the questionnaire. The average age of teachers was 40.9, whereas the average was teaching experience was 20.3 years. As for training the majority has no training in the area (90.5%). Regarding the signs and symptoms of visual impairment, the nominees were: more difficulty reading the blackboard (100%), headache (95.2%), frown (90.5%) and too close to objects and books (90.5%). Among the teachers 80.9% of them indicated that they had some students with visual impairment last year, while 19.1% did not suspect. The conduct showed that among teachers who reported having a student with visual impairment, 88.2% oriented parents, 70.6% seek guidance ophthalmologist, 58.8% oriented direction and only 23.5% have guided the student. Conclusion: Although teachers present some knowledge about eye health, it is still insufficient and their actions are incomplete.  Keywords: Promoting health, visual accuracy, school health.

TERRITORIAL COMMUNITIES IN A SPACE OF A METROPOLIS. ON THE QUESTION OF TERMS

2020 ◽  
pp. 102-111
Author(s):  
Evgenia I. Gromova ◽  
◽  
Alexandra O. Lazukina ◽  
Valeria I. Terentieva ◽  
◽  
...  
Keyword(s):  
Scientific Literature ◽  
Modern Society ◽  
Social Processes ◽  
Special Significance ◽  
Social Phenomena ◽  
The Social

The article analyzes scientific literature on the topic of the significance of the transformation of territorial communities in the space of a metropolis. It is shown that there are systemic difficulties in the analysis of a number of social phenomena due to the lack of generally accepted formulations of such concepts as “territorial communities”, “megalopolis space” and the differences between the concepts of “territory” and “space”. It is concluded that the aforementioned definitions should be determined by the social processes that occur in modern society, since today they acquire special significance as independent scientific categories in assessing both individual events caused by short-sighted decisions of the authorities and growing negative social phenomena in the form of protest behaviors that result from them.

Becoming an Adult Member in a Community of Learners

2001 ◽  
Author(s):  
Eugene Matusov
Keyword(s):  
Classroom Interaction ◽  
Teaching Experience ◽  
First Grade ◽  
Second Grade ◽  
Paper Strip ◽  
Strip Line ◽  
Classroom Structure ◽  
School Year ◽  
Design Activities ◽  
Addition And Subtraction

I thought it would be relatively easy for me, with my six-year background of high school teaching and tutoring of math and physics, to co-op in the OC classroom with my first-grade son. I was both right and wrong. Indeed, my teaching experience and professional knowledge as a graduate student in child psychology helped me design activities suitable for first- and second-grade children. However, in terms of philosophy of teaching and organization of learning activities, my experience with traditional schooling was more harmful than helpful. My previous experience prepared me for delivering a lesson to a whole class or an individual. I was used to controlling children’s talk, which was supposed to be addressed only to me, and my students had learned early on in their schooling that they could talk legitimately only to the teacher and only when it was allowed by the teacher. The teacher was supposed to be the director, conductor, and main participant in classroom interaction. In the OC, I was shocked to discover that this traditional format of instruction was actively discouraged by teachers, co-opers, and children. This kind of teaching was not supported by the children in their interactions or by the classroom structure, with its small-group organization, children’s choice of groups, and nonsimultaneous rotation of the children from group to group. However, I did not know how to teach any other way. At the beginning of the school year I planned an activity that I called Magic Computer. It was designed to teach the reversibility of addition and subtraction as well as reading and computational skills, and it had worked beautifully with first- and second-graders in the past. The activity involved moving a paper strip that carried “computer commands” (“Think of a number. Add five to it. Take two away from it,” and so on) through an envelope with a window, to see one command at a time. The commands were designed so that addition and subtraction compensated for each other; therefore, the last message was “You have got your initial number!” The children’s job was to discover addition and subtraction combinations that cancel each other out and write them down on the paper strip, line by line.

COOPERATION BETWEEN SPEECH AND LANGUGAGE THERAPIST AND FAMILY TO PROMOTE READING SKILLS IN FIRST GRADE PUPILS

2019 ◽  
Vol 3 ◽  
pp. 127
Author(s):  
Sarmīte Tūbele
Keyword(s):  
Everyday Life ◽  
Reading Skills ◽  
Scientific Literature ◽  
Language Disorders ◽  
First Grade ◽  
Literacy Skills ◽  
Educational Institutions ◽  
Speech And Language ◽  
Speech And Language Disorders ◽  
Reading Interest

Reading skills are one of essential skills to acquire literacy and be successful in everyday life in school and after it. Literacy skills are complicated for pupils with speech and language disorders, it is responsibility not only of speech and language therapists, but also of family to help these children to become literate. Situation in Latvia is different in different educational institutions, but we have to try our best to involve parents/family to be a part of pupil’s everyday activities.The aim of the article is to state the necessity of cooperation and to explore what kind of cooperation is effective in acquiring reading skills in first grade pupils. Based on the scientific literature theoretical framework is updated and method of questionnaire is used, analysis of the collected data is presented. Main conclusions – cooperation with family improve the results of acquiring reading skills in the first grade pupils with speech and language disorders and promote the reading interest 

scholarly journals Environment for Meaningful Development of Reading Literacy in Pre-School

2011 ◽  
Vol 2 (1) ◽  
pp. 68-83
Author(s):  
Sandra Zariņa ◽  
Inga Belousa
Keyword(s):  
Learning Environment ◽  
Everyday Life ◽  
Theoretical Basis ◽  
Information Technologies ◽  
Practical Experience ◽  
Reading Literacy ◽  
Special Role ◽  
School Teachers ◽  
Written Text

Environment for Meaningful Development of Reading Literacy in Pre-SchoolAt a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It is thus important that the child's first encounter with text be pleasant and exciting, personally significant and applicable for reaching one's goals and satisfying one's needs in everyday life. Hence, the development of reading literacy in pre-school ought to be meaningful, which cannot be ensured in a traditional, teacher-focused learning environment. That is why the paper summarises the best practical experience in a meaningful development of reading literacy. The conclusion is reached that a meaningful development of reading literacy occurs in an environment specially designed by teachers with constructivism as its theoretical basis.

scholarly journals The First German Grammar in Russia: Creation and Sources

2019 ◽  
pp. 18-28
Author(s):  
Nataliya Kareva ◽  
Evgeniy Pivovarov
Keyword(s):  
Comparative Analysis ◽  
Formal Education ◽  
Scientific Literature ◽  
Practical Experience ◽  
Russian Text ◽  
Literary Language ◽  
Western Model ◽  
Illustrative Material

Die Teutsche Grammatica... by M. Schwanwitz (St. Petersburg, 1730) was the first German grammar printed in Russia. It was bilingual: Russian and German sections were parallel. The Russian text reflected the diversity and variability of the new, early 18 th century "civil" literary language. The article authors describe linguistic terminology of Schwanwitz's textbook, study editorial changes made during its creation and examples corpus used in the grammar, first of all, anthroponyms. Comparative analysis of the structure, content and illustrative material of Schwanwitz's grammar and Die deutsche Grammatica... by Charmyntes (Berlin, 1713) allows us to conclude that Charmyntes's grammar was not the only source of the academic textbook. In cases where Schwanwitz borrowed material from the German source, he critically rethought and rewrote the original. The authors disagree with the assertion outspoken in scientific literature that Schwanwitz's work was for the most part imitative to Die deutsche Grammatica... by Charmyntes and that the Berlin edition should be considered as a conductor of the Western model of grammatical description in Russia. Study of Die Teutsche Grammatica... creation allows to conclude that lack of its author's formal education case was atoned by rich practical experience, ability to learn a lot and quickly and obvious desire to become a philologist recognized by contemporaries.

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