scholarly journals The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

2021 ◽  
Vol 18 (2) ◽  
pp. 576-590
Author(s):  
Mohammad Husam Alhumsi ◽  
Keyword(s):  
Phonemic Awareness ◽  
First Graders ◽  
Interactive Whiteboard ◽  
The Impact

scholarly journals THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION

2020 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Mohammad Husam Mohammad Alhumsi
Keyword(s):  
Word Recognition ◽  
Phonemic Awareness ◽  
First Graders ◽  
Literacy Skills ◽  
Emergent Readers ◽  
Structured Interviews ◽  
Reading Success ◽  
Efl Students ◽  
The Impact ◽  
Positive Support

Research has considered phonemic awareness skill as effective pillar in acquiring literacy skills. This skill has been identified as prerequisite for reading success However, little is known about the phonemic awarenessinstruction of Jordanian EFL emergent readers. This study therefore explored the impact of phonemic awareness instruction on word recognition among Jordanian EFL emergent readers.In this study, the research instrument was semi-structured interviews. Seven EFL students of emergent readers were interviewed. They were all first graders aged 7 years on average. Data were analyzed using content analysis. The findings indicated that there is a lack of knowledge or misunderstanding between the term of phonics and phonemic awareness as well. It has been also found that emergent readers’ views show positive support towards the use of phonemic awareness skill. At the end of the study, some pedagogical implications for curriculum designers as well as English teachers were provided accordingly.

The Impact of Investigations and the Interactive Whiteboard on Students’ Mathematical Practice in Investigations Classrooms

2013 ◽  
pp. 263-279
Author(s):  
Linda Boland
Keyword(s):  
Common Core ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Mathematical Practice ◽  
The United States ◽  
Interactive Whiteboard ◽  
Elementary School Mathematics ◽  
Core Content ◽  
The Common ◽  
The Impact

This chapter relates the classroom experiences of 44 teachers across the United States, implementing Investigations in Number, Data, and Space, an elementary school mathematics curriculum. These teachers participated in a “tryout” of Investigations for the Interactive Whiteboard with their students. Investigations for the Interactive Whiteboard was developed in collaboration by Pearson, TERC, and SMART Board. The teachers’ reactions showcase how the use of this technology enhanced the teaching and learning of mathematics. These vignettes illuminate the essence of Common Core Standards for Mathematical Practice (CCSSI, 2010), which describe how students should engage with the mathematical skills and concepts of the Common Core Content. The use of the interactive whiteboard engaged all students, motivated them to participate beyond their norm, allowed modeling of the mathematics which opened access to all students, and encouraged students to explain, argue, and defend their ideas while listening to and critiquing others, the essences of the Standards for Mathematical Practice.

scholarly journals The Influence of LED Lighting in School Recreation Areas on Visual Acuity and Psycho-Emotional State of First Graders in the Dynamics of a Schoolyear

2019 ◽  
pp. 25-30
Author(s):  
NA Skoblina ◽  
OYu Milushkina ◽  
AM Kurgansky ◽  
SV Markelova ◽  
AP Tsameryan ◽  
...  
Keyword(s):  
Visual Acuity ◽  
Emotional State ◽  
First Graders ◽  
Color Temperature ◽  
Light Sources ◽  
Color Test ◽  
Led Lighting ◽  
Light Load ◽  
Recreation Areas ◽  
The Impact

Object: The wide spread of gadgets among modern schoolchildren and their intensive use during breaks in school corridors and recreation areas indicates the necessity of improving illumination in school recreation areas to secure conditions suitable for intensive visual work. Thanks to their technical characteristics, durability and affordable price, LED light sources can ensure the implementation of this task. The objective of the study was to assess the impact of LED lighting of school corridors, halls and recreational facilities on visual acuity and psycho-emotional state of first graders in the course of a schoolyear. Materials and methods: In the corridors and recreation areas of the Dolgoprudninskaya Gymnasium (Moscow Region), fluorescent lamps were replaced by PrLUX-AU-36 LED lamps with Epistar LEDs, opal diffuser, 3600Lm luminous flux, and the color temperature of 4000K. Measurements of artificial lighting were taken before and after installing LED lamps using a TKA PKM 43 light meter. We conducted a study of visual acuity among 67 first graders (aged 7-8) in the annual dynamics from September to May using the Sivtsev-Golovin table placed in the Rota apparatus. Testing was conducted by a highly qualified ophthalmologist. The psycho-emotional state was assessed using the Luscher color test. Results: We observed a significant increase in visual acuity in children over the specified period indicating the absence of negative effects of LED lighting on the organ of vision. The results of the Lusher test proved the absence of negative dynamics, thus demonstrating null adverse health effects of LED lighting in the primary schoolchildren. The studies confirmed that the influence of that light load on vision and its negative non-visual effects were only potential.

scholarly journals ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ

2020 ◽  
pp. 3-11
Author(s):  
Світлана Миронова ◽  
◽  
Наталія Бахмат
Keyword(s):  
Primary School ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
First Graders ◽  
Speech Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Inclusive Schools ◽  
The Impact ◽  
Difficult Transition

One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often consists of logically unconnected parts; existing vocabulary poverty, undifferentiated understanding and use of familiar words; the construction of a coherent statement is disturbed. Underdevelopment of coherent speech affects the entire mental development of such children, the effectiveness of their learning, communication. The monologue speech of first-graders with mild intellectual disabilities was investigated, which showed their ability to perform tasks related to reliance on plot drawings or suggested words; assignments to compose one sentence than to compose stories based on a plot drawing or a series of plot drawings. Primary school teachers of inclusive schools assessed the monologue speech of their students and highlighted difficulties in their speech, not being sufficiently aware of the impact of correctional tasks in the children being taught on the development of coherent speech. Consequently, speech development of children with intellectual disabilities requires special interrelated correctional work of primary school teachers and speech therapists.

scholarly journals Early EFL Instruction and L1 Literacy

2018 ◽  
Vol 20 (2) ◽  
pp. 170-184 ◽  
Author(s):  
Kristen M Lindahl ◽  
Peter Sayer
Keyword(s):  
Public Schools ◽  
First Graders ◽  
Literacy Skills ◽  
Control Group ◽  
Literacy Assessment ◽  
Biliteracy Development ◽  
Spanish Literacy ◽  
Early English ◽  
The Impact ◽  
Experimental Group

This study investigates the relationship between early English as a foreign language (EFL) learning and L1 literacy development in Mexican public schools. Researchers sought confirmatory findings about whether and in which ways early EFL exposure may affect students’ L1 literacy skills via a study evaluating the L1 Spanish literacy of 61 first graders using an adapted literacy assessment. Experimental group participants received EFL instruction during grades K-1, and those in the control group did not. A one-way independent samples comparison of means on the literacy assessment revealed that participants from the experimental group who had received EFL instruction scored significantly higher on all sections of the assessment than those participants in the control group. Results may inform programmatic decision-making about simultaneous or sequential approaches on the impact of early EFL on biliteracy development, with broader implications that examine who has access to early EFL instruction, and whether it will ultimately lead to higher L2 proficiency.

scholarly journals How Does Professional Development Impact on  Teachers' Use of an Interactive Whiteboard  in New Zealand Primary Classrooms?

2021 ◽  
Author(s):  
◽  
Robyn Grover
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Qualitative Case Study ◽  
Interactive Whiteboard ◽  
Teacher Pedagogy ◽  
Effective Professional Development ◽  
Primary Classrooms ◽  
Multi Media ◽  
The Impact

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>

scholarly journals Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

2020 ◽  
Vol 17 (6) ◽  
pp. 2166 ◽  
Author(s):  
Livia Taverna ◽  
Marta Tremolada ◽  
Liliana Dozza ◽  
Renata Zanin Scaratti ◽  
Domahs Ulrike ◽  
...  
Keyword(s):  
At Risk ◽  
Intervention Program ◽  
First Graders ◽  
Manual Dexterity ◽  
Fine Motor ◽  
Visual Motor Integration ◽  
Integration Test ◽  
Visual Motor ◽  
The Impact ◽  
Over Time

This study examined the effectiveness of a 10-wk intervention program based on occupational therapy principles on visual-motor integration skills and fine motor abilities in kindergartners and first graders. We recruited 55 students tested three times with the Visual-Motor Integration Test (VMI) and Movement Assessment Battery for Children-2 (MABC-2): before the intervention (T1), post-intervention (T2) and one month later (T3). Research findings: Significant improvements were found on VMI between T1 and T2, particularly for kindergartners. Neither group of children demonstrated changes on manual dexterity scores. The present study showed that the intervention program led to different changes in the at-risk of motor impairment group than in the not at-risk children. Results indicated that games and stimulation activities helped children below the 16th percentile over time in the manual dexterity domain. A gender effect was observed, with female children increasing their abilities over time more than male peers. Future research should concentrate on stimulating fine motor skills in hand manipulation and test how these abilities influence graphomotor skills and handwriting over time. Finally, more research is needed to determine the impact of activities and games carried out in educational settings.

Does Familiarity with School Increase Adjustment?

1987 ◽  
Vol 8 (4) ◽  
pp. 251-255 ◽  
Author(s):  
Rivka Itskowitz ◽  
Helen Strauss ◽  
Dafne Fruchter
Keyword(s):  
First Graders ◽  
School Setting ◽  
First Grade ◽  
Role Expectations ◽  
Kindergarten Children ◽  
School Settings ◽  
Infant School ◽  
Children’S Expectations ◽  
The Impact ◽  
Valid Information

The present study investigated the impact of familiarity with the school setting on kindergarten children's expectations of school and on adjustment of first graders to the school setting. The assumptions were that familiarity with the school setting would lead to a greater amount of valid information about school, which would decrease the anxiety of kindergarten children's role expectations of school. Previous exposure to the school setting would also lead to better adjustment in the first grade. Subjects were nineteen kindergarten children and twenty first graders from infant-school settings, and thirty-three kindergarten children and twenty-six first graders from regular educational settings, the sexes being evenly represented. All subjects came from middle socio-economic backgrounds. On the whole, the results corroborated the assumptions.

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