scholarly journals Assessing the language skills of primary school students with and without learning disabilities in the context of narration

2021 ◽  
Vol 16 (1) ◽  
pp. 358-370
Author(s):  
Şaziye Seçkin Yılmaz
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Language Skills ◽  
Relevant Literature ◽  
Primary School Students ◽  
Language Performance ◽  
School Students ◽  
Descriptive Research ◽  
Students With Ld ◽  
Study Participants

This study aims to examine the language skills of Turkish-speaking primary school students who have learning disabilities (LD) and of their peers with typical development (TD) in comparison, by assessing these skills in the context of narration. For this, a comparative descriptive research model was used in the study. The study participants consisted of a total of 70 primary school students: 35 with LD and 35 with TD. To collect the data, two picture books of similar complexity and a story about one of these books were used. The participants were asked to tell the stories in the contexts of narrative tell and narrative retell. The stories told were analysed and scored according to the language features. The findings have shown that the students with LD exhibited lower language performance than their peers with TD in both narrative tell and narrative retell contexts, and both groups’ performances in the language elements were higher in the context of narrative retell. The findings have been discussed in line with the relevant literature, and suggestions for further research and practice have been presented. Keywords: Learning disability; language skills; language assessment; narrative

Morpho-Syntactic Developmental Features of Syrian Primary School Students Learning Turkish as a Foreign Language

2018 ◽  
pp. 203-217
Author(s):  
Lütfi Üredi ◽  
Ömer Gökhan Ulum
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Language Skills ◽  
Primary School Students ◽  
School Students ◽  
Descriptive Research ◽  
Syntactic Features ◽  
Turkish Language ◽  
Developmental Features

Choosing and structuring a word, making a statement, and comprehending the formulated statement require complex principles and processes. Within this context, complicated procedures and processes might be faced in the second language learning as well. Learning a second language means grasping the syntactic principles of a language and transforming these principles into language skills. In our very specific study, ten Syrian primary school students coming from diverse psychological and sociological backgrounds, and being at varying ages were investigated. The participants were asked to narrate the pictured book Frog, Where Are You? by Mercer Mayer in Turkish language and the narrations were audio-taped by the researchers. Based on a descriptive research design, the data were collected and analysed qualitatively. As a result of this study which investigated the morpho-syntactic developmental features of Syrian primary school students, diverse and common morpho-syntactic features were detected among students coming from different backgrounds.

Developing a Study Orientation Questionnaire in Mathematics for Primary School Students

2009 ◽  
Vol 104 (2) ◽  
pp. 425-438
Author(s):  
Jacobus G. Maree ◽  
Martha S. Van Der Walt ◽  
Suria M. Ellis
Keyword(s):  
Primary School ◽  
Mathematics Anxiety ◽  
Missing Values ◽  
Primary School Students ◽  
School Students ◽  
North West ◽  
The North ◽  
Factors Analysis ◽  
Study Orientation ◽  
Study Participants

The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age = 12.61; SD =1.53; 555 girls: M age= 11.98; SD =1.35; 10 missing values) were assessed. Factor analysis yielded three factors. Analysis also showed satisfactory reliability coefficients and item-factor correlations. Step-wise linear regression indicated that three factors (Mathematics anxiety, Study attitude in mathematics, and Study habits in mathematics) contributed significantly ( R2 = .194) to predicting achievement in mathematics as measured by the Basic Mathematics Questionnaire (Primary).

scholarly journals Teaching the Four Language Skills in Primary EFL Classroom

2016 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
Eka Kurniasih
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Communicative Competence ◽  
Language Skills ◽  
English Teachers ◽  
Primary School Students ◽  
School Students ◽  
National Education ◽  
The Status ◽  
Teachers Training

English teachers in Indonesian primary schools are often in doubt about the ‘what’ and the ‘how’ to teach because most English teachers training colleges do not provide them with specialized training in how to meet the needs of primary school students; TEYL is a new and highly dynamic field; the status of English in the curriculum of primary schools in Indonesia is a local content, and thus the National Education Ministry does not provide English syllabus for primary school. Since the objective of teaching English in primary school is to provide a good basis for communicative competence as a foundation to study it in secondary school; the development of the four language skills should be made the focus of all learning activities. This paper provides some guidelines, which are adapted from some publications and discussions concerning TEYL for teaching the four language skills in primary schools.

Coping Strategies of Primary School Students With Specific Learning Disabilities

2017 ◽  
Vol 8 (4) ◽  
pp. 39-52 ◽  
Author(s):  
Karin Bagnato
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Coping Strategies ◽  
Specific Learning Disabilities ◽  
Typical Development ◽  
Primary School Students ◽  
School Students ◽  
Coping Behaviour ◽  
Problematic Situations ◽  
Specific Learning

This article focuses on proving whether there are differences among children with or without learning disabilities when choosing coping strategies that may be functional to solve problematic situations. The participants were 32 children with learning disabilities and 32 children without learning disabilities aged between 8 and 11. Results show that children with learning disabilities have less often coping behaviour rather than their peers with typical development. This demonstrates the need to opt for educational actions as soon as possible fostering suitable strategies in order to face problematic situations.

Sign in / Sign up

Export Citation Format

Share Document