التابلت المدرسي کآلية للتعليم الإلکتروني ودوره في التحصيل الدراسي لدى طلاب المرحلة الثانوية The school tablet as an Electronic Education mechanism and its role in the academic achievement of Secondary Stage Students

This current research aimed at investigate the effectiveness of the e-learning system (the future portal) in developing the academic achievement of chemistry for second-grade secondary school students in Jeddah, and the research followed the experimental approach. The tool consisted in following an e-learning system using the electronic future gate system that was applied to an experimental group of (50) female students, against a control group of (50) students who studied using the traditional method. The study sample was randomly selected The results of the post-test showed that there are statistically significant differences at the level of significance (α≤0.05) between the experimental group and got a total mean (40.38 out of 50) and the control group and got a total mean (36.82 out of 50), and the difference is in favor of the experimental. This indicates that the method of teaching using e-learning (the gate of the future) has improved and promoted academic achievement in chemistry for second-grade secondary students in Jeddah., and the research came out with a set of recommendations, the most important of which is the need to adopt the use of the electronic learning system (the future gate) in teaching chemistry to students, due to its effectiveness and benefit in developing their academic achievement.

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Helping the General Education Team Support Students Who Use AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.82 ◽

2012 ◽

Vol 21 (3) ◽

pp. 82-91 ◽

Cited By ~ 2

Author(s):

Carole Zangari

Keyword(s):

Academic Achievement ◽

General Education ◽

Communication Skills ◽

Communication Systems ◽

General Education Teachers ◽

Practice Opportunities ◽

Support Students ◽

Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

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Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00064 ◽

2020 ◽

Vol 51 (3) ◽

pp. 509-513

Author(s):

Ashley Bourque Meaux ◽

Julie A. Wolter ◽

Ginger G. Collins

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Literacy Development ◽

Morphological Awareness ◽

Language And Literacy ◽

Speech Language Pathologists ◽

School Based ◽

Literacy Success ◽

Key Factor ◽

Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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