scholarly journals Four Second Graders’ Descriptions of How They Spell

1944 ◽  
Vol 8 (1) ◽  
Author(s):  
Suzanne Langford ◽  
Mary Neal
Keyword(s):  
Qualitative Data ◽  
First Grade ◽  
Second Graders ◽  
Second Grade ◽  
Invented Spelling ◽  
Spelling Ability ◽  
Students First ◽  
Field Notes ◽  
Classroom Use ◽  
Grade Classroom

This study describes and categorizes the ways in which four children (two above-average and two below-average spellers) from one second grade classroom, use and talk about their spelling knowledge during a qualitative spelling inventory and an informal writing activity. Qualitative data include audiotapes of “talk-alouds” and interviews with the students, written spellings that students produced, field notes documenting informal conversations with the students’ first grade teachers, and classroom observations. The data revealed two categories of spelling knowledge: (1) developmental stage spelling knowledge and (2) verbalized spelling knowledge. The data defined ten subcategories of spelling knowledge. Patterns that emerged from the data suggest that students’ spelling knowledge in a specific subcategory relates to spelling ability and spelling task. Data also suggest participants’ instruction and application of invented spelling in first grade may influence certain features of spelling knowledge.

scholarly journals THE COMPARISON OF STUDENT’S ABILITY BETWEEN GRADUATE OF SENIOR HIGH SCHOOL (SMU) AND ISLAMIC SENIOR HIGH SCHOOL (MA) IN USING PREPOSITION INTO SENTENCE AT FIRST GRADE AND SECOND GRADE OF KELUARGA BUNDA JAMBI MIDWIFERY ACADEMY

2019 ◽  
Vol 1 (2) ◽  
pp. 54-63
Author(s):  
Rahmah Rahmah
Keyword(s):  
High School ◽  
First Grade ◽  
Analysis Data ◽  
Senior High School ◽  
Second Grade ◽  
Parts Of Speech ◽  
English Grammar ◽  
T Score ◽  
Students First ◽  
Research Show

Traditional English grammar classifies the words into eight parts of speech, such has noun, verb , adverb, adjective, conjunction, pronoun, preposition, and interjection (Yule:2004). When someone tries to describe about preposition of place and time, they must give information clearly about anyone their mean to say. in this research, researcher interests to appoint this problem by comparison of student’s ability between graduate of Senior High School (SMU) and Islamic Senior High School (MA) in using preposition into sentence. The method had used in this research was descriptive quantitative. The population in this research are all of students of first grade and second grade of Keluarga Bunda Jambi Midwifery Academy. The sample in this research was 45 students first grade and second grade of Keluarga Bunda Jambi Midwifery Academy consists of 18 students from SMU and 27 students from MA. The result of this research show that score of the students graduate from SMU is 88 highest and 56 lowest, score of the students graduate from MA is 84 highest and 52 lowest. Based on interpretation result with having calculated to table “t” score with df N1+N2-2=43, because there is no df 43, so take df 45. Then this value consult with table of “t” in the significant rating 5% and 1%. The result of analysis data is 0,11 if calculated to the score of critical (t table) so, 2,02>0,11<2,69, it is mean that Ha is refused and Ho is received and it is mean that there is no significant differences between the ability of the students from graduated fo SMUand MA in using preposition into sentences.

Trying Something New: Meaning-Based Reading Instruction in a Finnish First-Grade Classroom

1996 ◽  
Vol 28 (1) ◽  
pp. 9-34 ◽  
Author(s):  
Riitta-Liisa Korkeamäki ◽  
Mariam Jean Dreher
Keyword(s):  
Reading Instruction ◽  
Reading Strategies ◽  
Reading Development ◽  
First Grade ◽  
Reading Program ◽  
Phonological Recoding ◽  
Field Notes ◽  
Letter Sound ◽  
Grade Classroom ◽  
Individual Reading

This study investigated children's reading strategies and progress when a meaning-based approach to reading instruction was implemented in a Finnish 1st-grade classroom. A reading program was designed in which the teacher introduced predictable books, literacy-related centers, and minilessons in context on selected letter-sound correspondences. Field notes and videotapes of individual reading sessions were analyzed to describe the strategies the students used while reading both familiar and unfamiliar books. In the fall, in a familiar context, the students read mostly based on their memory. In an unfamiliar context, the students used graphemic information and sounded out and elongated the words and named some letters. Later, they used their phonological recoding skills in both familiar and unfamiliar contexts. All the students progressed toward conventional reading, demonstrating that they had reached at least the alphabetic phase of reading development.

scholarly journals The The Use of Preview, Question, Read, Summarize, Test (PQRST) Strategy to Improve Students’ Reading Comprehension in Recount Text

ELT-Lectura ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 117-126
Author(s):  
Dimas Anom
Keyword(s):  
Reading Comprehension ◽  
Quantitative Analysis ◽  
Quantitative Data ◽  
Qualitative Data ◽  
First Grade ◽  
Team Work ◽  
Central Tendency ◽  
Field Notes ◽  
The One ◽  
Comprehension Tests

The research aims to know the effectiveness of the PQRST strategy in students’ reading comprehension. This research was classroom action research (CAR). This study design by 4 meetings and one result with 3 hours of learning. The subjects were the first grade students of TKJ Department SMKN 05 Pekanbaru consisted of 35 students. Qualitative data were collected by using observation sheets for the researcher and the students, field notes and interview. Then, the quantitative data were collected by reserving in table, graphic, and diagram. After conducting this research using PQRST strategy, researcher got based score was 65 and final scoring 79. The  based score was 65 to 79  with increasing point was 14 point. The quantitative data were analyzed by scoring the results of reading comprehension tests and then the results of scoring were calculated to find out the central tendency (mean) for describing improvement of each indicator of reading comprehension in each cycle. During the one cycle, the results of quantitative analysis were related to the results of qualitative analysis in order to explain the factors that cause the improvement qualitatively, The factors increase students ‘reading comprehension included teacher, team work and strategy. Based on result, Researcher concluded that PQRST can improve the students’ reading comprehension.

Syllables and inflectional morphemes in early Finnish readers: evidence from eye-movements

2018 ◽  
Vol 45 (5) ◽  
pp. 1227-1245
Author(s):  
Tuomo HÄIKIÖ ◽  
Seppo VAINIO
Keyword(s):  
Eye Movements ◽  
First Graders ◽  
First Grade ◽  
Second Graders ◽  
Syllable Structure ◽  
Second Grade ◽  
Level Information ◽  
Morpheme Boundary ◽  
Locative Case ◽  
Target Words

AbstractFinnish is a language with simple syllable structure but rich morphology. It was investigated whether syllables or morphemes are preferred processing units in early reading. To this end, Finnish first- and second-grade children read sentences with embedded inflected target words while their eye-movements were registered. The target words were either in essive or inessive/adessive (i.e., locative) case. The target words were either non-hyphenated, or had syllable-congruent or syllable-incongruent hyphenation. For the locatives, the syllable-incongruent hyphenation coincided with the morpheme boundary, but this was not the case for the essives. It was shown that the second-graders were slowed down by hyphenation to a larger extent than first-graders. However, there was no slowdown in gaze duration for either age group when the syllable-incongruent hyphen was morpheme-congruent. These findings suggest that Finnish readers already utilize morpheme-level information during the first grade.

The Use of Guided Writing Technique To Enhance The Students’ Writing Skill

2018 ◽  
Vol 7 (1) ◽  
pp. 8
Author(s):  
Bibit Purnomowati ◽  
Martono Martono ◽  
Ellisa Indriyani Putri Handayani
Keyword(s):  
Junior High School ◽  
Qualitative Data ◽  
Second Grade ◽  
Data Coding ◽  
Writing Skill ◽  
Guided Writing ◽  
Field Notes ◽  
The Mean ◽  
Interview Questionnaire ◽  
Research Show

<p>This research is written to describe whether guided writing technique can enhance the students’ writing skill and class situation. It was conducted at second-grade of Junior High School 1 Puring. The research method used in this study is a classroom action research which was conducted in two cycles. Each cycle consisted of planning, acting, observing, and reflecting. The research data were collected through observation, field notes, photographs, interview, questionnaire, and tests (pre-test and post-tests). The technique of analyzing the data consisted of assembling the data, coding the data, comparing the data, building interpretation and reporting the outcomes for the qualitative data. While the quantitative data were analyzed by comparing the mean scores of pre-test and post-tests. The results of this research show that the use of guided writing technique could enhance students’ writing skill and class situation.</p>

Fast Brisk Structured Lessons Motivation Learning Success Pride

1997 ◽  
Vol 29 (4) ◽  
pp. 16-19
Author(s):  
Asha K. Jitendra ◽  
Rachael Torgerson-Tubiello
Keyword(s):  
Learning Disabilities ◽  
Children's Literature ◽  
Grade Level ◽  
Children’S Literature ◽  
First Grade ◽  
Second Graders ◽  
Second Grade ◽  
Second Grade Students ◽  
Learning Success ◽  
The World

These words describe contraction lessons—and results—in a “contracted” sentence. Second-grade students who were reading at the first-grade level have experienced success with the fast-paced lessons described here. And they have gone on to enjoy the world of children's literature. In this article, we describe how we planned and successfully implemented lessons to teach contractions to a group of 6 low-performing second graders, including Tamara, a girl with learning disabilities (see box).

scholarly journals Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom

1995 ◽  
Vol 27 (4) ◽  
pp. 505-533 ◽  
Author(s):  
Penny A. Freppon
Keyword(s):  
Academic Success ◽  
Low Income ◽  
Whole Language ◽  
First Grade ◽  
Language Instruction ◽  
Second Grade ◽  
School Year ◽  
Transition Group ◽  
Field Notes ◽  
Children's Literacy

This descriptive study investigated two groups of low-income, urban children who had whole-language instruction during their kindergarten and first-grade years. These 17 children were studied previously for those 2 years in their separate schools. The current investigation focused on the general academic success of the two groups and on eight, focal learners' interpretations. In one school, a group of children made a transition to a skills-based/traditional second grade (the Transition Group). In a different school, a group of children continued in a whole-language second grade (the Continuing Group). The children were observed in their classrooms throughout the school year. Data collection included field notes, audio- and videotaping, teacher and parent interviews, and pre- and postmeasures. Findings indicated that the Transition Group had the academic skills necessary for success in the skills-based second grade and that the Continuing Group also succeeded in the whole-language second grade. Differences between the two groups showed that the focal children in the Transition Group experienced a change in their interpretations or sense making patterns and a loss of literate behaviors. Differences in writing favored the focal children in the Continuing Group. Generally, there were no between-group differences in reading growth and no statistical differences on pre- and posttests.

Second Graders Can Be Problem Solvers!

1981 ◽  
Vol 29 (1) ◽  
pp. 15-17
Author(s):  
Patricia J. Spencer ◽  
Frank K. Lester
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Second Graders ◽  
School Mathematics ◽  
Second Grade ◽  
Intermediate Grades ◽  
School Problem ◽  
Mathematics Program ◽  
Problem Solvers ◽  
Grade Classroom

Much has been written in recent years about the importance of problem solving in school mathematics at every level. Most of the discussion of elementary- school problem solving, however, has focused on the intermediate grades. This article describes an attempt to make problem solving a real part of the mathematics program in a second-grade classroom.

scholarly journals Quack: A Youth-Targeted Game for English Comprehension

10.29007/ptsc ◽  
2019 ◽  
Author(s):  
Alexander Redei
Keyword(s):  
Reading Comprehension ◽  
New Technologies ◽  
Second Graders ◽  
Second Grade ◽  
At Risk Youth ◽  
School Program ◽  
Educational Gaming ◽  
Novel Approach ◽  
Spelling Ability ◽  
New Concepts

Second grade is a critical year in the development of a child’s understanding of literature. Studies have shown that students who struggle with reading at the second grade will continue to struggle with reading for the rest of their lives.The purpose of this paper is to introduce a new method for increasing English comprehension for at-risk youth. In this paper we propose a fun and easy-to-use game called Quack. Our approach is to leverage new technologies with an existing school program, such as one-on-one mentoring, in addition to a targeted English comprehension game to enhance the educational experience of second graders struggling with reading comprehension. The Quack game implements a spelling challenge system to test the student’s vocabulary and spelling ability. Part of the game, an options system, allows instructors and students to customize the experience to each individual’s needs. Quack provides a novel approach to educational gaming through three new concepts: (i) Quack is free to use and open source (ii) Quack is customizable to the individual’s English comprehension needs (iii) Quack incorporates a rewarding English-comprehension system, effectively “gamifying” learning proper spelling.

Word Recognition by Second Graders: The Unit of Perception and Interrelationships among Accuracy, Latency, and Comprehension

1979 ◽  
Vol 11 (2) ◽  
pp. 107-118 ◽  
Author(s):  
Christine McCormick ◽  
S. Jay Samuels
Keyword(s):  
Word Recognition ◽  
Word Length ◽  
First Grade ◽  
Second Graders ◽  
Holistic Processing ◽  
Second Grade ◽  
Meaningful Context ◽  
Letter Processing ◽  
The Relationship ◽  
Speed And Accuracy

Two issues were investigated: the first examined the relationships among accuracy and latency of word recognition and comprehension by non-fluent readers, and the second examined whether component letter or holistic processing was used in word recognition by these same readers. Speed and accuracy of word recognition were measured on individual words. Literal comprehension was measured for the same words presented in meaningful context. The unit of perception was measured by the relationship between latency of word recognition and word length. If students were using component processing, latency would increase with word length, but if holistic processing were used, there would be no increase in latency with length. Results of this study indicated that accuracy and latency were each significantly related to comprehension for both first- and second-grade words, with evidence for latency influencing comprehension scores to a greater extent on the first-grade words. With regard to the unit of perception, in general there was evidence of component letter processing for all subjects with the highly accurate readers showing a tendency towards more holistic processing.

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