scholarly journals Factors in Preschool Period Affecting Reading and Writing Achievements of Turkish Children in the First Grade

2021 ◽  
Vol 17 (6) ◽  
pp. 168-182
Author(s):  
Elife Nur Saydam ◽  
◽  
Muhammet Baştuğ ◽  
Keyword(s):  
First Grade ◽  
Turkish Children ◽  
Reading And Writing ◽  
Preschool Period

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

scholarly journals The association between under-nutrition, school performance and perceptual motor functioning in first-grade South African learners: The North-West Child Health Integrated with Learning and Development study

2019 ◽  
Vol 24 ◽  
Author(s):  
Anita E. Pienaar
Keyword(s):  
Child Health ◽  
South African ◽  
School Performance ◽  
First Grade ◽  
Z Score ◽  
Learning And Development ◽  
Motor Functioning ◽  
Reading And Writing ◽  
North West ◽  
Under Nutrition

Background: Early childhood is characterised by an immense spurt of growing and learning where under-nutrition can have adverse effects on the neuro-developmental health and school performance of children. A full understanding of the relationship between school performance and motor functioning skills and malnourishment in school beginners is still lacking.Aim: To determine the association between indices of under-nutrition and how it relates to school performance and motor functioning skills of first-grade learners.Setting: North West province (NWP) of South Africa (SA).Method: The baseline data of the stratified, randomised North-West Child Health Integrated with Learning and Development (NW-CHILD) longitudinal study were used. Grade 1 learners (N = 816, 420 boys, 396 girls, mean age 6.78+ years) from four school districts in the NWP of SA took part in the study. Indices of under-nutrition were determined by Z-scores (−2 standard deviation [s.d.]) for stunting (height-for-age [HAZ]) and wasting and underweight (Z-score for body mass index) using the 2007 World Health Organization reference sample. The Bruininks–Oseretsky Test of Motor Proficiency Short Form and the Visual Motor Integration fourth edition were used to assess different aspects of motor functioning, while school performance in mathematics, reading and writing was assessed by teachers according to the National South African standards of assessments.Results: Both HAZ and Z-score for weight-for-age correlated significantly with school performance and motor functioning skills (r 2.0, p 0.05), while visual perception was moderately associated (r 0.30) with mathematics in HAZ and Z-score for weight-for-height (WHZ) children. Motor functioning of HAZ and WHZ children was significantly poorer (p 0.05) compared to typical children, while underweight was not associated with any outcome variables.Conclusion: Moderate forms of stunting and wasting influence school performance and motor functioning of school beginners negatively, while an association between visual perceptual abilities and inferior mathematics, reading and writing suggests a close link with inferior cognitive information processing in stunted and wasted children. These barriers should be addressed as poor scholastic success in Grade 1 may influence future school performance and the subsequent well-being of children.

The perceptual mediated learning program for the blind children

2012 ◽  
Vol 1 (1-2) ◽  
pp. 130-141
Author(s):  
Claudia Veronica Marinache
Keyword(s):  
Fourth Grade ◽  
Spatial Relations ◽  
Tactile Sensitivity ◽  
Mediated Learning ◽  
Learning Program ◽  
Reading And Writing ◽  
Long Period ◽  
Preschool Period ◽  
Reuven Feuerstein ◽  
Blind Children

Tactile exploration is very important for the blind children and the development of the tactile sensitivity must begin from preschool period and must be realized step by step during a long period of time. As a therapist I was interested in training and developing the tactile perception regarding spatial relations in blind children. As a result I created The Perceptual Mediated Leaming Program in order to stimulate tactile sensitivity from preschool to the fourth grade. The Mediated Leaming Experience (MLE) was introduced by the theory's author of the cognitive structural modifiability, Reuven Feuerstein. This concept (MLE) underlies my program. The Perceptual Mediated Learning Program uses the dots and lines and their combinations and consists of the different sections: the dot, the group of the 6 dots, the line, the angle, the shapes, the draws with lines and shapes. Tactile exercises are graduated as difficulty. The program allows to find out how important the early education and preschool stimulation are for the development of the tactile sensitivity in blind children and their preparation for school, for Braille reading and writing.

Behavioral Regulation, Visual Spatial Maturity in Kindergarten, and the Relationship of School Adaptation in the First Grade for a Sample of Turkish Children

2016 ◽  
Vol 118 (2) ◽  
pp. 353-371 ◽  
Author(s):  
Serap Özer
Keyword(s):  
Public Schools ◽  
First Grade ◽  
Important Variable ◽  
Behavioral Regulation ◽  
Turkish Children ◽  
School Adaptation ◽  
Visual Spatial ◽  
Private And Public ◽  
Relationship Of ◽  
The Relationship

Behavioral regulation has recently become an important variable in research looking at kindergarten and first-grade achievement of children in private and public schools. The purpose of this study was to examine a measure of behavioral regulation, the Head Toes Knees Shoulders Task, and to evaluate its relationship with visual spatial maturity at the end of kindergarten. Later, in first grade, teachers were asked to rate the children ( N = 82) in terms of academic and behavioral adaptation. Behavioral regulation and visual spatial maturity were significantly different between the two school types, but ratings by the teachers in the first grade were affected by children’s visual spatial maturity rather than by behavioral regulation. Socioeducational opportunities provided by the two types of schools may be more important to school adaptation than behavioral regulation.

scholarly journals Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

2021 ◽  
pp. 40-53
Author(s):  
Joana Batalha ◽  
Maria Lobo ◽  
Antónia Estrela ◽  
Bruna Bragança
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Word Reading ◽  
Writing Skills ◽  
First Grade ◽  
Literacy Skills ◽  
Early Years ◽  
Second Grade ◽  
Syntactic Awareness ◽  
Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

Learning From Picturebooks: Reading and Writing Multimodally in First Grade

2012 ◽  
pp. n/a-n/a
Author(s):  
Prisca Martens ◽  
Ray Martens ◽  
Michelle Hassay Doyle ◽  
Jenna Loomis ◽  
Stacy Aghalarov
Keyword(s):  
First Grade ◽  
Reading And Writing

scholarly journals Children's Spontaneous Utterances during Early Reading and Writing Instruction in Whole-Language Classrooms

1993 ◽  
Vol 25 (3) ◽  
pp. 279-294 ◽  
Author(s):  
Karin L. Dahl
Keyword(s):  
Social Interactions ◽  
Whole Language ◽  
First Grade ◽  
Reading And Writing ◽  
School Year ◽  
Instructional Context ◽  
Language Classrooms ◽  
Learner Perceptions ◽  
Field Notes ◽  
Urban Sites

This study examined the spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites. Data were gathered across the first-grade year for 12 learners who were observed twice-weekly across the school year. The context for each utterance was documented in field notes recording instructional context, learner behavior, and social interactions. Three selection criteria were used for utterances; spontaneity, being embedded in acts of reading and writing, and explanatory value. The 87 categorized utterances revealed five trends in terms of learner perceptions of beginning reading and writing: (a) nearly half of the utterances were metacognitive statements reporting learner self-appraisal and self-management; (b) learners were concerned with sound/symbol relations and argued with peers about them; (c) hypotheses about reading reflected learner patterns of development, teacher demonstrations, and classroom experiences; (d) learners paid close attention to patterns in letters and words, and (e) learners' interpretations of their whole-language classrooms included notions about the interrelatedness of reading and writing.

scholarly journals Relationship between ‘Language and Emergent Literacy’ before School Age and Literacy Performance Levels for First and Second Graders: Data Mining Decision Tree Model Analysis

2021 ◽  
Vol 26 (3) ◽  
pp. 568-588
Author(s):  
Eun Ju Lee
Keyword(s):  
Decision Tree ◽  
Emergent Literacy ◽  
Panel Study ◽  
First Grade ◽  
School Age ◽  
Korean Children ◽  
Writing Performance ◽  
Performance Levels ◽  
Reading And Writing ◽  
Before School

Objectives: The purpose of this study was to identify factors (language and emergent literacy before school age) affecting Hangul reading and writing performance level in the first and second grades of elementary school.Methods: A decision tree analysis was conducted to examine the Panel Study on Korean Children (PSKC) of the Korea Institute of Child Care and Education (KICCE) on the 7th (kindergarten, 6 years old), 8th (first grade, 7 years old), and 9th data (second grade, 8 years old).Results: Reading and writing performance levels of 1st and 2nd grade children were related to reading first grade books independently with comprehension, reading most words correctly and answering questions about what was read, making predictions while reading, and retelling story after reading. Children with reading levels within the top 20 percent frequently chose reading & writing-related activities, frequently looked at or read books for pleasure or to gain information, looked for books related to a personal interest or class topic, listened with interest and concentration to stories read aloud, made rhyme words, followed directions that include a series of actions, and were able to write relatively simple words such as ‘mom’ and ‘dad’.Conclusion: The findings are expected to serve as a basis for understanding what areas of literacy education should be given to children with low reading and writing performance.

Sign in / Sign up

Export Citation Format

Share Document