scholarly journals Using Assessment to Inform Instruction for Early Literacy: A Schools Story

2003 ◽  
Vol 1 (2) ◽  
Author(s):  
Dorothy Spence
Keyword(s):  
Elementary School ◽  
Early Literacy ◽  
Reading Skills ◽  
Strategic Teaching ◽  
The Difference ◽  
In The Beginning

The difference between using assessment to make a statement about where exactly a students stands in relation to the expectations and to make decisions about what that child should be taught next is subtle but extremely important in the beginning stages of the acquisition of reading skills. Teachers have always, to a certain extent, tried to do this and this article explores our attempt at St. Helen Catholic Elementary School in Hamilton to use assessment to do strategic teaching.

scholarly journals The Effect of Cooperative Learning Models and Learning Motivation towards the Skills of Reading Students in Public Elementary School 101883 Tanjung Morawa Sub-district

2020 ◽  
Vol 3 (2) ◽  
pp. 1209-1219
Author(s):  
Utari Nur Wulandari ◽  
Khairil Ansari ◽  
Wisman Hadi
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Reading Skills ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Learning Models ◽  
High Learning ◽  
Public Elementary School ◽  
Fifth Grade Students ◽  
The Difference

This study aims to: (1) Know the differences in reading skills of students taught with Cooperative Integrated Reading and Composition learning models compared to students taught with conventional learning models; (2) Knowing the difference in reading skills of students who have high learning motivation compared to students who have low learning motivation; (3) Knowing the interaction between learning models and learning motivation in influencing students' reading skills. The population in this study was the fifth grade students of Public Elementary School 101883 Tanjung Morawa Subdistrict, Deliserdang Regency, amounting to 54 people. The data collection in this study was through a questionnaire and a test of students' reading skills. Hypothesis testing is done by the Two Way Anova test. The results showed that: (1) The reading skills of students taught with Cooperative Integrated Reading and Composition learning models were higher than those of students who were taught with conventional learning models (Fcount = 21,164 and sig. 0,000> 0.05); (2) The reading skills of students who have high learning motivation are higher than the reading skills of students who have low learning motivation (Fcount = 6.756 and sig. 0.012> 0.05); (3) There is an interaction between learning models and learning motivation in influencing students' reading skills (Fcount = 7.054 and sig. 0.011> 0.05).

scholarly journals The Influence of Cooperative Learning Models and Learning Motivation on the Skills of Reading Students in Elementary School 101883 Tanjung Morawa Sub-District

2020 ◽  
Vol 3 (3) ◽  
pp. 1311-1321
Author(s):  
Utari Nur Wulandari ◽  
Khairil Ansari ◽  
Wisman Hadi
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Reading Skills ◽  
Learning Model ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Learning Models ◽  
High Learning ◽  
Fifth Grade Students ◽  
The Difference

This study aims to: (1) Know the differences in reading skills of students taught with the Cooperative Integrated Reading and Composition learning model compared to students taught with conventional learning models; (2) Knowing the difference in reading skills of students who have high learning motivation compared to students who have low learning motivation; (3) Knowing the interaction between learning models and learning motivation in influencing students' reading skills. The population in this study were the fifth grade students of Elementary school 101883, Tanjungmorawa District, Deliserdang Regency, amounting to 54 people. Data collection in this study was through questionnaires and students' reading skills tests. Hypothesis testing is done by using the Two Way Anova test. The results showed that: (1) The reading skills of students taught with the Cooperative Integrated Reading and Composition learning model were higher than those taught by conventional learning models (Fcount = 21.164 and sig. 0.000> 0.05); (2) Reading skills of students who have high learning motivation are higher than reading skills of students who have low learning motivation (Fcount = 6.756 and sig. 0.012> 0.05); (3) There is an interaction between learning models and learning motivation in influencing students' reading skills (Fcount = 7.054 and sig. 0.011> 0.05).

scholarly journals Multisensory’s Approach to Stimulate Child Early Literacy Ability

2021 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Cut Citra Novita ◽  
Juhairiah
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Literacy ◽  
Reading Skills ◽  
Early Reading ◽  
Literature Study ◽  
Reading And Writing ◽  
Study Research ◽  
Initial Reading ◽  
Written Sources

This research is a literature study that aims to stimulate early literacy in early childhood through a multisensory approach. This research is a descriptive qualitative type using literature study, with a background of low initial reading skills, the concern that parents are concerned about their children who cannot read when they enter elementary school, and the development of a literacy culture. In this literature study research, researchers used various written sources such as articles and documents relevant to this research. In this study’s literature study, there was an increase in literacy, both from preface reading and initial writing, with a multisensory approach—the results of several studies that a multisensory approach can improve early reading and writing for early childhood.

scholarly journals Neuroscience, Linguistics and Psycholinguistics Advances Applied to Early Literacy Teaching

2020 ◽  
Vol 9 (3) ◽  
pp. 15
Author(s):  
Leonor Scliar-Cabral
Keyword(s):  
Elementary School ◽  
Early Literacy ◽  
Literacy Assessment ◽  
Continuous Training ◽  
Municipal Schools ◽  
National Literacy ◽  
Level 1 ◽  
The Difference ◽  
Teaching Learning ◽  
Student Belonging

I discuss the lack of linguistic and psycholinguistic fundamentals compromising the teaching-learning models of early literacy, as well as the ignorance of reading neuroscience most recent contributions, arguing with linguistic and neuroscience theories about perceptual invariant units, like phonemes and graphemes. I also explain the difference between phoneme and sound and between grapheme and letter as well as the existence of hierarchical linguistic levels. All those fundamentals pave the Scliar Early Literacy System (SSA), applied on an experiment run at Lagarto, Sergipe State, on the Brazilian Northeastern, that showed the lowest scores in the 2016 National Literacy Assessment (ANA). METHOD: José Humberto dos Santos Santana, distance SSA Course student, belonging to Lagarto municipal staff, organized the five researchers group to implement the SSA in two Lagarto schools. Teachers Patrícia Vieira Barbosa Faria and Jaqueline da Silva Nascimento were 75 children teaching pioneers, in February, 2017, using SSA, Module 1, method and materials, focusing on reading learning at the municipal schools Raimunda Reis, RR (two classes) and Manoel de Paula Menezes Lima, MPML (one class). On 2018, the same teachers followed the same children in the 2nd grade, applying SSA, Module 2, method and materials, focusing on writing learning. Educators received continuous distance training, first, fortnightly and, starting in 2018, twice every week: Tuesdays, for educators who worked with 2nd grade children and, on Wednesdays, for 1st grade educators, from Elementary School. Distant classes last one hour and a half each. RESULTS: The 2018 More Early Literacy Program assessment describes the lowest level 1, as the one where children barely identify one word or the other. In this level two Lagarto schools dropped to 8.7 (RR) and 9.1% (MPML), while at the highest level, dealing with children who have a desirable reading performance, they reached the percentages of 34.8 (RR) and 31.8 (MPML). Compare such results with the 2016 National Literacy Assessment (ANA) performance in the State of Sergipe: level 1, 45.28; highest level, 3.02. In 2018, Lagarto Municipal Education Secretariat expanded its adhesion to SSA, reaching an average of 490 children from the 1st (18 classes) and 2nd (3 classes) grades of Elementary School, taking into account reading and writing, respectively. The Secretariat guaranteed the continuous training of 18 teachers who attend the 1st year and the 5 who attend the 2nd year for applying the SSA. In 2019, given the proposal success, more than 1000 children benefited from the project.

scholarly journals Characterization of affine ruled surfaces

1997 ◽  
Vol 39 (1) ◽  
pp. 17-20 ◽  
Author(s):  
Włodzimierz Jelonek
Keyword(s):  
Shape Operator ◽  
Ruled Surfaces ◽  
Affine Sphere ◽  
Affine Surface ◽  
Codazzi Tensor ◽  
Difference Tensor ◽  
The Difference ◽  
In The Beginning ◽  
Affine Metric

The aim of this paper is to give certain conditions characterizing ruled affine surfaces in terms of the Blaschke structure (∇, h, S) induced on a surface (M, f) in ℝ3. The investigation of affine ruled surfaces was started by W. Blaschke in the beginning of our century (see [1]). The description of affine ruled surfaces can be also found in the book [11], [3] and [7]. Ruled extremal surfaces are described in [9]. We show in the present paper that a shape operator S is a Codazzi tensor with respect to the Levi-Civita connection ∇ of affine metric h if and only if (M, f) is an affine sphere or a ruled surface. Affine surfaces with ∇S = 0 are described in [2] (see also [4]). We also show that a surface which is not an affine sphere is ruled iff im(S - HI) =ker(S - HI) and ket(S - HI) ⊂ ker dH. Finally we prove that an affine surface with indefinite affine metric is a ruled affine sphere if and only if the difference tensor K is a Codazzi tensor with respect to ∇.

Library services and early literacy approaches in public libraries for deaf and hard of hearing children

2017 ◽  
Author(s):  
◽  
Bobbie Bushman
Keyword(s):  
Grounded Theory ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Public Libraries ◽  
Library Services ◽  
Grounded Theory Research ◽  
Hearing Children ◽  
Theory Research

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Children's librarians are challenged to provide inclusive programming in today's public libraries. There is a current trend in public libraries to provide special needs programming for children. This dissertation focuses on library programming for deaf and hard of hearing (D/HoH) children who visit U.S. public libraries. The American Library Association (ALA) states that hearing children need to know six pre-reading skills to be ready to read; however, some of these pre-reading skills focus on singing or rhyming which is difficult for D/HoH children. Grounded theory is "a systematic, inductive, and comparative approach for conducting inquire for the purpose of constructing theory" (Bryant and Charmaz 2007). This grounded theory research studies the programs, services, and story times that are implemented and modified for D/HoH children in U.S. public libraries. This study began with sending out a recruitment script and questionnaire found in Appendix A and B, respectively, which reached nearly 500 medium to large sized U.S. public libraries. Fifteen participants volunteered to be interviewed, and eleven were interviewed. Interviews were analyzed using open and axial coding, which is typical in grounded theory. Preliminary data and a review of literature on literacy acquisition for D/HoH children suggested that D/HoH children do not progress in four of the pre-reading skills outlined in the ALA's early literacy program, Every Child Ready to Read (ECRR), in the same way that hearing children do. Phonological awareness is largely not utilized by D/HoH children in learning to read. D/HoH children are also likely to build vocabulary, develop print motivation, and approach narrative skills differently than hearing children. This grounded theory research developed the model of successful library services and modifications to D/HoH children to explain which services, early literacy instruction, staff training and programs public libraries provide to children who are D/HoH. This research project also inquires about what kinds of modifications are made to serve D/HoH children, and what the impetus was for providing library services to deaf children. The first stage of the model highlights staff attitude as being warm and welcoming, taking initiative, and not seeing D/HoH as a disability. The second stage described the impetus for providing services as encountering a D/HoH patron in the library, knowing a disabled person in a librarian's personal life, or by encountering a nearby agency that serves D/HoH. In the third stage, librarians made accommodations by being inclusive in programming, providing ASL programming, or facilitating visual phonics instruction in place of phonological awareness instruction. In the fourth and final stage, this model reported outcomes such as educating both hearing and D/HoH individuals and building a sense of community.

scholarly journals SOSIALISASI KEARIFAN LOKAL MASYARAKAT BADUY DALAM MITIGASI BENCANA DI PERBATASAN WILAYAH BADUY

2017 ◽  
Vol 4 (1) ◽  
pp. 27
Author(s):  
R. Cecep Eka Permana ◽  
Isman Pratama Nasution ◽  
Yogi Abdi Nugroho ◽  
Hutomo Putra
Keyword(s):  
High School ◽  
Elementary School ◽  
Disaster Mitigation ◽  
Border Area ◽  
Community Program ◽  
The People ◽  
In The Beginning

The Baduy society has a local wisdom on disaster mitigation that many people outside the Baduy society are not aware of. Therefore, the Baduy community program is socializing the local wisdom to the people outside the community. The partnership of this effort is the youth of the elementary school to high school in the border area of the Baduy vicinity. In the beginning of the program, the students did not have any indication about the local wisdom of the Baduy people. However, after a period of lectures and discussions, their knowledge and understanding about the Baduy people and their wisdom on disaster mitigation have significantly increased.

scholarly journals Improvement of Physical, Honesty, Discipline and Cooperation in Class IV Elementary School Students through Circuit Training Learning Model

2020 ◽  
Vol 3 (1) ◽  
pp. 244-250
Author(s):  
Dean Novianti ◽  
I Made Sriundy Mahardika ◽  
Abdul Rachman Tuasikal
Keyword(s):  
Elementary School ◽  
Physical Fitness ◽  
Learning Model ◽  
Control Group ◽  
Circuit Training ◽  
School Students ◽  
Post Test ◽  
The Difference ◽  
Efficient Learning ◽  
Experimental Group

Physical education program for sport and health allocates four lesson hour of which each hour consists of 35 minutes in one week. It requires an innovative and efficient learning model in order to improve physical fitness, honesty, discipline, and cooperation. The researcher developes a circuit training learning model in the from circuit games which is a modified form of circuit training. The study aim to examine the effectiveness of the circuit training learning model in improving physical fitness, honesty, discipline, and cooperation in students of Elementary School Sidoarjo. The type of research used is quantitative and qualitative by using research and development method, and data analysis using ANOVA. The data collection process is carried out by pre-test and post-test and then the results of the research data are analyzed using SPSS series 2.0. The results of the study shows (1) the sig value of 0,011 smaller than the 0,05 ( p< 0,05 ), meaning that there is the difference in the results of the TKJ I test on groups of students who are not treated compared to the group of students who are given the learning model. (2) the average group of students who are not given the treatment (control group) is 12,50 while for the group of students         given treatment (experimental group) is 15,15, meaning that there is an increase in test results againts the experimental group at 45%, (4) there is an increase in the observations of the discipline attitude from the control group compared to the experimental group at 35 %, (5) there is an increase in the observations of the discipline attitudes of the control group compared to the experimental group at 55%. Based on the above analysis it can be cocluded that the circuit training learning model can improve physical fitness and cultivate honesty, discipline and cooperattion in students of Elementary School.  

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