An ASR-based Reading Tutor for Practicing Reading Skills in the First Grade: Improving Performance through Threshold Adjustment

2021 ◽  
Author(s):  
Yu Bai ◽  
Ferdy Hubers ◽  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Reading Skills ◽  
First Grade ◽  
Threshold Adjustment ◽  
Reading Tutor

Media Words Card to Improve Reading Skills at the beginning of the First Grade Students in Primary School

2021 ◽  
Vol 5 (2) ◽  
pp. 531-537
Author(s):  
Agusalim Agusalim ◽  
Suryanti Suryanti ◽  
Irwan Irwan
Keyword(s):  
Primary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Reading Skills ◽  
Mastery Learning ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Beginning Reading ◽  
Average Value ◽  
Class Room

This study aims to find the use of word cards to improve reading skills at the beginning by using the action class room method. Based on the results of research conducted in 2 cycles. In cycle I showed that through the Use of Word Card Media in Beginning Reading the average value of student learning outcomes obtained was 68.84 and mastery learning reached 53.85% or there were 14 students out of 27 students who had finished learning. These results indicate that in the first cycle the criteria for student learning are not yet completed, because students who score> 65 are only 68.84% smaller than the desired completeness percentage of 85%, and (2) Furthermore, the results of the study cycle II shows through the Use of Word Card Media in Reading the Beginning obtained the average value of student learning outcomes is 76.92 and mastery learning reaches 88.46% or there are 23 students out of 26 students have finished learning. These results indicate that in the second cycle classically students have finished learning, because students who score> 65 are 92.30% greater than the desired completeness percentage of 85%.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade

2017 ◽  
Vol 62 (6) ◽  
pp. 832-849 ◽  
Author(s):  
Eve Kikas ◽  
Eija Pakarinen ◽  
Piret Soodla ◽  
Kätlin Peets ◽  
Marja-Kristiina Lerkkanen
Keyword(s):  
Teaching Practices ◽  
Reading Skills ◽  
First Grade

Providing for the Young Academically Talented: A Pilot Program for Teachers and Children

1978 ◽  
Vol 1 (1) ◽  
pp. 70-76
Author(s):  
Jack Cassidy ◽  
Carol Vukelich
Keyword(s):  
Language Arts ◽  
Reading Skills ◽  
Preschool Teachers ◽  
First Grade ◽  
Gifted Children ◽  
Pilot Program ◽  
Academically Talented ◽  
Program Instruction ◽  
Development Of Language

A special summer pilot program for gifted pre-first grade children and teachers is described. Twenty-nine gifted children participated in the three-week program. Instruction focused on the development of language arts, reading, skills. A course on the identification and education of gifted children was offered to kindergarten and preschool teachers. Both teachers and children benefited greatly from participation in their respective programs.

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 

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