scholarly journals The Impact of Small Group Instruction on Preschool Literacy Skills

2017 ◽  
Vol 11 (4) ◽  
pp. 794
Author(s):  
Majedah Abu Al Rub
Keyword(s):  
Small Group ◽  
Literacy Skills ◽  
Skill Level ◽  
Literacy Skill ◽  
Group Instruction ◽  
Group Setting ◽  
Skill Levels ◽  
Preschool Students ◽  
School Year ◽  
The Impact

This study focused on 17 preschool students in a northern Jordan city. Preschoolerswere taught specific literacy skills in a small group instructional setting. The students’ skill level was assessed at the beginning and middle of the school year. The researcher’s goal was to determine if teaching literacy skills in a small group setting would improve the skill level of the preschool students. Results showed that using small groups was an effective way to increase preschool students’ literacy skill levels.

scholarly journals Implicit signals in small group settings and their impact on the expression of cognitive capacity and associated brain responses

2012 ◽  
Vol 367 (1589) ◽  
pp. 704-716 ◽  
Author(s):  
Kenneth T. Kishida ◽  
Dongni Yang ◽  
Karen Hunter Quartz ◽  
Steven R. Quartz ◽  
P. Read Montague
Keyword(s):  
Social Status ◽  
Small Group ◽  
Cognitive Capacity ◽  
Cultural Norms ◽  
Prediction Errors ◽  
Group Setting ◽  
Group Settings ◽  
Brain Responses ◽  
Dorsolateral Prefrontal ◽  
The Impact

Measures of intelligence, when broadcast, serve as salient signals of social status, which may be used to unjustly reinforce low-status stereotypes about out-groups' cultural norms. Herein, we investigate neurobehavioural signals manifest in small ( n = 5) groups using functional magnetic resonance imaging and a ‘ranked group IQ task’ where implicit signals of social status are broadcast and differentiate individuals based on their expression of cognitive capacity. We report an initial overall decrease in the expression of cognitive capacity in the small group setting. However, the environment of the ‘ranked group IQ task’ eventually stratifies the population into two groups (‘high performers’, HP and ‘low performers’, LP) identifiable based on changes in estimated intelligence quotient and brain responses in the amygdala and dorsolateral prefrontal cortex. In addition, we demonstrate signals in the nucleus accumbens consistent with prediction errors in expected changes in status regardless of group membership. Our results suggest that individuals express diminished cognitive capacity in small groups, an effect that is exacerbated by perceived lower status within the group and correlated with specific neurobehavioural responses. The impact these reactions have on intergroup divisions and conflict resolution requires further investigation, but suggests that low-status groups may develop diminished capacity to mitigate conflict using non-violent means.

scholarly journals Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

2015 ◽  
Vol 10 (2) ◽  
pp. 45 ◽  
Author(s):  
Ann Elizabeth Donahue
Keyword(s):  
Program Evaluation ◽  
Information Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Literacy Skill ◽  
First Year ◽  
First Year Students ◽  
Library Research ◽  
Information Literacy Skills ◽  
The Impact

Abstract Objective – The aim was to measure the impact of a peer-to-peer model on information literacy skill-building among first-year students at a small commuter college in the United States. The University of New Hampshire (UNH) is the state’s flagship public university and UNH Manchester is one of its seven colleges. This study contributed to a program evaluation of the Research Mentor Program at UNH Manchester whereby peer writing tutors are trained in basic library research skills to support first-year students throughout the research and writing process. Methods – The methodology employed a locally developed pre-test/post-test instrument with fixed-choice and open-ended questions to measure students’ knowledge of the library research process. Anonymized data was collected using an online survey with SurveyMonkey™ software. A rubric was developed to score the responses to open-ended questions. Results – The study indicated a positive progression toward increased learning for the three information literacy skills targeted: 1) using library resources correctly, 2) building effective search strategies, and 3) evaluating sources appropriately. Students scored higher in the fixed-choice questions than the open-ended ones, demonstrating their ability to more effectively identify the applicable information literacy skill than use the language of information literacy to describe their own research behavior. Conclusions – The assessment methodology used was an assortment of low-key, locally-developed instruments that provided timely data to measure students understanding of concepts taught and to apply those concepts correctly. Although the conclusions are not generalizable to other institutions, the findings were a valuable component of an ongoing program evaluation. Further assessment measuring student performance would strengthen the conclusions attained in this study.

Playgroup Therapy with Deprived Children: Community-Based Early Secondary Prevention

1989 ◽  
Vol 52 (12) ◽  
pp. 458-462 ◽  
Author(s):  
Veronica Bell ◽  
Sarah Lyne ◽  
Israel Kolvin
Keyword(s):  
Secondary Prevention ◽  
Inner City ◽  
Small Group ◽  
Therapeutic Relationship ◽  
Play Therapy ◽  
Group Setting ◽  
Short Term ◽  
Community Based ◽  
The Impact ◽  
Therapeutic Model

This article describes research into a method of intervention in and prevention of the effects of multiple deprivation on inner-city infant schoolchildren and discusses some short-term effects. It covers the research background preceding the project and its aims to evaluate the impact of playgroup therapy on this section of the population. The methodology of setting up and assessing the study is explained, including the monitoring of play used during therapy. The therapeutic model — Developmental Play Therapy — is described, with attention given to the therapeutic relationship, the non-directive play setting and the use of various developmental frameworks. The article also describes how this technique can be used in a small group setting. A profile of the children included in the study is given and some short-term outcomes as seen through changes in play.

scholarly journals Impact of a Parent Text Messaging Program on Pre-Kindergarteners’ Literacy Development

AERA Open ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 233285841983333 ◽  
Author(s):  
Sonia Q. Cabell ◽  
Tricia A. Zucker ◽  
Jamie DeCoster ◽  
Stefanie B. Copp ◽  
Susan Landry
Keyword(s):  
Literacy Development ◽  
Text Messaging ◽  
Low Cost ◽  
School Setting ◽  
Well Being ◽  
Literacy Skills ◽  
Text Messages ◽  
Language And Literacy ◽  
Skill Levels ◽  
The Impact

There is increasing interest in low-cost, scalable approaches that support parent engagement in their children’s learning at home. This study examined the impact of one such approach on pre-kindergarteners’ literacy development during an academic year in a suburban public school setting that prioritized enrollment for children living in poverty. Parents were randomly assigned within children’s classrooms to receive either: (a) a language and literacy text messaging program or (b) a health and well-being text messaging program. Unexpectedly, findings indicated that children entering the school year with higher skill levels benefited from the language/literacy program while those with lower initial skill levels benefited from the health/well-being program. Although this approach shows promise in impacting some children’s literacy skills, it is clear that “one size” does not fit all families and that some families may benefit from text messages on basic needs such as sleep, nutrition, health, and behavior.

scholarly journals The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review

2021 ◽  
Vol 18 (12) ◽  
pp. 6510
Author(s):  
Carmen López-Escribano ◽  
Susana Valverde-Montesino ◽  
Verónica García-Ortega
Keyword(s):  
Emergent Literacy ◽  
Skill Acquisition ◽  
Controlled Trial ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Book Reading ◽  
Regular School ◽  
Print Books ◽  
Analytical Review ◽  
The Impact

Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed.

scholarly journals The Effectiveness of Online Simulation with GDL and PBL toward Students’ Digital Literacy Skill

2019 ◽  
Vol 5 (3) ◽  
pp. 286
Author(s):  
Riki Perdana ◽  
Riwayani Riwayani ◽  
Jumadi Jumadi ◽  
Dadan Rosana
Keyword(s):  
Digital Literacy ◽  
Analysis Data ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Mixed Design ◽  
Online Simulation ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The Impact

This study aimed to investigate the impact of online simulation in physics learning toward students’ digital literacy skills. There are 106 randomly students Grade XII Science from West Borneo and Riau Province, Indonesia as participants in this study. The level of digital literacy skill of all participants in the classes before and after the learning process was determined to assess the effectiveness of two models with online simulation learning.  We used comparative –descriptive, pre-test and post-test experimental design, and Anova Mixed Design to analysis data. The result of this study was: (1) Students’ digital literacy skill of students in two groups initially are at very low level and increased after learning; (2) there was a significant difference in the level of digital literacy skill of the students online simulation with GDL class; (3) in this study, the online simulation with GDL model is more effective than online simulation with PBL model in enhancing students’ digital literacy skill in senior high school. For the conclusion, in this study students’ digital literacy skill in Indonesia is rather below. Model PBL with online simulation is one of the teaching models that can be used in enhancing students’ digital literacy skills.

Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction

2017 ◽  
Vol 39 (3) ◽  
pp. 236-252 ◽  
Author(s):  
Arzu Ozen ◽  
Yasemin Ergenekon ◽  
Burcu Ulke-Kurkcuoglu
Keyword(s):  
Small Group ◽  
Computer Assisted Instruction ◽  
Probe Design ◽  
Computer Assisted ◽  
Group Instruction ◽  
Laptop Computer ◽  
Simultaneous Prompting ◽  
Preschool Students ◽  
Target Skills ◽  
Assisted Instruction

The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students’ acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In addition, students maintained and generalized behaviors across adult implementers. Furthermore, students learned nontarget information. Finally, the social validity of the intervention was assessed by graduate students and all viewed the procedures positively.

Information literacy of students as a correlate of their use of electronic resources in university libraries in Nigeria

2015 ◽  
Vol 33 (3) ◽  
pp. 486-501 ◽  
Author(s):  
Ngozi Blessing Ukachi
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Strong Positive Correlation ◽  
University Libraries ◽  
Electronic Resources ◽  
Content Type ◽  
Information Literacy Skills ◽  
The Impact

Purpose – The purpose of this paper is to determine the relationship existing between undergraduate students’ information literacy skills and their use of electronic resources (ERs) located in university libraries in Nigeria. Design/methodology/approach – The descriptive design was adopted for the research questions, while the correlational design was adopted for the hypothesis. The purposive sampling technique was also adopted in selecting 12 university libraries which the preliminary study had revealed that they have Internet access and also subscribe to ERs in the south-west geopolitical zone in Nigeria. Questionnaire and oral interview were used for data collection. The population size consists of all the 36,116 library-registered undergraduate students in the 12 universities, while the sample size is 1,806 (5 per cent of the population) and the 12 librarians heading the ERs sections of the libraries. Findings – The findings revealed that ERs are not adequately utilized, undergraduate students do not possess adequate information literacy skills necessary for optimal utilization of the libraries’ ERs and strong positive correlation between level of undergraduate students’ information literacy skill and their use of ERs provided in the library. Practical implications – This paper provides practical insights into the impact of possessing inadequate information literacy skills on the use of ERs. Originality/value – This paper is the first to relate undergraduate students’ information literacy skills and their use of libraries’ ERs in south-western zone of Nigeria.

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow
Keyword(s):  
Special Education Teachers ◽  
Generalizability Theory ◽  
Child Outcomes ◽  
Elementary Classrooms ◽  
Teacher Talk ◽  
Group Instruction ◽  
Data Set ◽  
School Year ◽  
Minimum Number ◽  
Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

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