scholarly journals Multi-sensory Structured Reading Instruction for Spanish-speaking First Grade Students in Buenos Aires Public Schools

2020 ◽  
Author(s):  
David Braze ◽  
Florencia Salvarezza ◽  
Kenneth R. Pugh
Keyword(s):  
Public Schools ◽  
Reading Instruction ◽  
Buenos Aires ◽  
First Grade ◽  
Reading Program ◽  
Language Instruction ◽  
Rapid Automatized Naming ◽  
School Closures ◽  
Sentence Reading ◽  
Treatment Dosage

A multi-sensory structured language reading program was deployed in six first grade public school classrooms (n=150 students) in Buenos Aires, Argentina. Six control rooms usedbusiness-as-usual, whole language, instruction (n=178 students). Control and treatment roomswere well-matched in initial status. Students’ abilities and progress were recorded 3 times over27 weeks using a test battery covering basic pre-reading and reading skills: phonological awareness, decoding, vocabulary, rapid automatized naming, and executive function. At the startof 1st grade, most students have no measurable capacity for decoding. Many struggle withphonological awareness and letter naming. Very high rates of absenteeism and school closures(similar in both groups) meant that planned treatment dosage was not achieved. However, atthe endpoint of the study, students in MSL classrooms show an advantage over those in control classrooms in sentence reading comprehension, but the groups remain at parity in othermeasured skills.

Trying Something New: Meaning-Based Reading Instruction in a Finnish First-Grade Classroom

1996 ◽  
Vol 28 (1) ◽  
pp. 9-34 ◽  
Author(s):  
Riitta-Liisa Korkeamäki ◽  
Mariam Jean Dreher
Keyword(s):  
Reading Instruction ◽  
Reading Strategies ◽  
Reading Development ◽  
First Grade ◽  
Reading Program ◽  
Phonological Recoding ◽  
Field Notes ◽  
Letter Sound ◽  
Grade Classroom ◽  
Individual Reading

This study investigated children's reading strategies and progress when a meaning-based approach to reading instruction was implemented in a Finnish 1st-grade classroom. A reading program was designed in which the teacher introduced predictable books, literacy-related centers, and minilessons in context on selected letter-sound correspondences. Field notes and videotapes of individual reading sessions were analyzed to describe the strategies the students used while reading both familiar and unfamiliar books. In the fall, in a familiar context, the students read mostly based on their memory. In an unfamiliar context, the students used graphemic information and sounded out and elongated the words and named some letters. Later, they used their phonological recoding skills in both familiar and unfamiliar contexts. All the students progressed toward conventional reading, demonstrating that they had reached at least the alphabetic phase of reading development.

scholarly journals The Effectiveness of Jigsaw Method in Improving Students Reading Comprehension

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Nurbianta Nurbianta ◽  
Hana Dahlia
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
English Language ◽  
Sampling Technique ◽  
First Grade ◽  
Language Instruction ◽  
English Language Teaching ◽  
Significant Difference ◽  
Jigsaw Method ◽  
Learning English

Reading comprehension is a major objective of language instruction in English learning concept teaching in senior high school. As one of macro skill of English it is being important part in English Language Teaching. So, the teacher should teach actively to helpstudents get the ultimate goal of reading instruction. Jigsaw is one of cooperative learning which is interesting to be applied to boost students’ motivation in learning English especially to reading skill. The activities is centered to the students, so it can stimulated students activeness because they involved in active learning.Based on the tittle, the formulation of the problem was: 1) Is the prepared test curricularly valid and reliable?,2) What are the results of pretest and posttest using jigsaw method?, 3)Is there any significant difference result of pretest and posttest using jigsaw method? Design of this research was pre-experimental design by pretest-posttest one group.  Research subject was students in SMPN 13 Berau while object of the research was the use of jigsaw method in reading instruction. The population of this research was 100 students of seventh grade of SMPN 13 Berau, and the sample was 30 students taken by random sampling technique. The instrument was test then analyzed by scoring, normality, homogeneity, mean, t test and hypothesis testing. The results of this research are; 1) The test instrument used in this research was appropriate in term of the objective and applicable in this particular situation because the prepared test curricularly valid and reliable, 2)The result of posttest slightly higher than pretest in conducted jigsaw method in SMPN 13 Berau, 3) There is significant difference of jigsaw method used that exists on respondents specifically students in SMPN 13 Berau during learning English as Second Language (ESL) specifically for reading instruction.The hypothesis of this researchis accepted because there is significant effect of Jigsaw Method in Improving Students Reading Comprehension to the First Grade At SMPN 13 Berau 2017/2018. 

The Effects of a Supplemental Perceptual Training Program on Reading Achievement

1972 ◽  
Vol 38 (8) ◽  
pp. 613-621 ◽  
Author(s):  
Joseph W. Halliwell ◽  
Harold A. Solan
Keyword(s):  
Reading Instruction ◽  
First Grade ◽  
Reading Program ◽  
Control Group ◽  
Control Groups ◽  
Perceptual Training ◽  
Supplementary Instruction ◽  
Potential Reading ◽  
Better Than ◽  
Regular Reading

At the beginning of the first grade, 105 students designated as potential reading problems were divided into three groups of 35 children each: experimental I, which received supplementary perceptual training in addition to the regular reading program; experimental II, which received traditional supplementary reading instruction in addition to the regular reading program; and the control group, which received no supplementary instruction. The Metropolitan Achievement Test (MAT) was administered at the end of May. The statistical analysis of the data indicated that, of all the groups, only the experimental I total group and the experimental I boys read significantly better than the respective control groups on the reading subtest of the MAT.

scholarly journals Students’ attitude and sleep pattern during school closure following COVID-19 pandemic quarantine: a web-based survey in south of Iran

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Keivan Ranjbar ◽  
Hamidreza Hosseinpour ◽  
Reza Shahriarirad ◽  
Haleh Ghaem ◽  
Khoubyar Jafari ◽  
...  
Keyword(s):  
Public Schools ◽  
Computer Games ◽  
Urban Areas ◽  
First Grade ◽  
General Information ◽  
School Closure ◽  
Sleep Pattern ◽  
Fars Province ◽  
Sleep Patterns ◽  
Online Questionnaire

Abstract Background School closure is one of the main policies of global health care strategies performed worldwide. Despite all benefits, there might be some threats for younger groups spending their time in quarantine. This study aims to determine the impacts of lockdown and school closure on children’s major lifestyle aspects, especially their leisure and sleep pattern during the COVID-19 pandemic. Methods For the purpose of this study, an online questionnaire was distributed from 14th to 31st of March 2020 among the schools and students from the first grade to the 12th grade (before university) in Fars province, southern Iran. The questionnaire consisted of five sections which included data regarding the students’ general information, activity priorities, adherence to quarantine, attitude toward school closure, and sleep patterns. Results In our study, 20,697 filled questionnaires were received from the participants with an average age of 13.76 years; 29.7% of them were male, 80.6% were from urban areas, and 83.3% were from public schools. The overall first preference of students during school closure was mobile and computer games (30.1%), followed by studying (26.6%) and watching television (13.8%). Our results demonstrated that the majority of students adhered to social distancing and there was also a significant correlation among education levels and desire for schools to be closed till the end of the semester (P = 0.015). Also, regarding sleep patterns, the majority (53.5%) had above 12 h of sleep throughout the day. Conclusion It seems that lockdown following COVID-19 pandemic has changed various aspects of the students’ lifestyle remarkably, especially by increasing screen time and even sleep duration and pattern. We believe that certain strategies should be implemented by the Health and Educational Ministry to control not only the visible side effects of the quarantine period, but also the collateral consequences on their psychological and mental health.

scholarly journals Associations of Sociodemographic Factors and Health Behaviors with the Emotional Well-Being of Adolescents during the COVID-19 Pandemic in Brazil

2021 ◽  
Vol 18 (11) ◽  
pp. 6160
Author(s):  
Célia Landmann Szwarcwald ◽  
Deborah Carvalho Malta ◽  
Marilisa Berti de Azevedo Barros ◽  
Paulo Roberto Borges de Souza Júnior ◽  
Dália Romero ◽  
...  
Keyword(s):  
Public Schools ◽  
Fruits And Vegetables ◽  
Sleep Problems ◽  
Well Being ◽  
Sociodemographic Factors ◽  
Positive Influence ◽  
Snowball Sampling ◽  
School Closures ◽  
Cross Sectional ◽  
Socioeconomic Vulnerability

This cross-sectional study utilizes data from a nationwide web-based survey aimed to identify the factors affecting the emotional well-being of Brazilian adolescents aged 12–17 during the period of school closures and confinement. Data collection took place from 27 June to 17 September 2020. We used the “virtual snowball” sampling method, and students from private and public schools were included. A total of 9470 adolescents were analyzed. A hierarchical logistic regression model was used to find the factors associated with reporting at least two of three self-reported problems—sadness, irritability, and sleep problems. The main proximal factor was loneliness (AdjOR = 8.12 p < 0.001). Problems related to school closures also played an important role. Regular intake of fruits and vegetables, as well as physical activity, demonstrated a positive influence on emotional well-being, while excessive screen time (AdjOR = 2.05, p < 0.001) and alcohol consumption negatively affected outcomes (AdjOR = 1.73, p < 0.001). As for distal variables, less affluent adolescents were the most affected, and males reported fewer emotional problems than females. Uncertainty regarding the disease in a context of socioeconomic vulnerability, together with rises in unhealthy behaviors and isolation from their immediate social circles, have negatively affected adolescents’ emotional status throughout the COVID-19 pandemic.

Normal Variation in Reading Acquisition

1986 ◽  
Vol 62 (3) ◽  
pp. 691-716 ◽  
Author(s):  
Virginia Wise Berninger
Keyword(s):  
Individual Differences ◽  
Reading Instruction ◽  
Cognitive Skills ◽  
Verbal Ability ◽  
First Grade ◽  
Normal Variation ◽  
Word Decoding ◽  
Linguistic Skills ◽  
Whole Word ◽  
Reading And Spelling

Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

2007 ◽  
Vol 30 (3) ◽  
pp. 153-168 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Carmen Arreaga-Mayer ◽  
Howard Wills ◽  
...  
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Direct Instruction ◽  
Small Groups ◽  
Balanced Literacy ◽  
Reading Program ◽  
Experimental Comparison ◽  
Sound Recognition ◽  
Evidence Based ◽  
Ell Students

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

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