scholarly journals Diagnosis of the audio-verbal memory as a basic modality of mnemonic processes of elementary school children with Dyslexia

2020 ◽  
Vol 55 ◽  
pp. 156-170
Author(s):  
Zhanna Svirska
Keyword(s):  
Elementary School ◽  
School Children ◽  
Verbal Memory ◽  
Elementary School Children ◽  
Reading Skills ◽  
Age Related ◽  
Basic Parameters ◽  
Text Reading ◽  
Specific Disorders ◽  
Qualitative And Quantitative Characteristics

The article is devoted to the first Ukrainian research of the audio-verbal memory as the basic modality of the mnemonic processes necessary for successful mastering in text reading skills. More specifically, we observe the correlation between the number of immature mental processes and barriers in the perception and active processing (decoding) of information for elementary school children. We could see that mastering in the reading skills is greatly influenced by impairment of the audio-verbal memory for children with specific disorders of psychological development. This research is the only one in Ukraine that defines and determines the performance indicators of audio-verbal memory, its qualitative and quantitative characteristics for the young children with Dyslexia. Studying the age-related dynamics of memory of children with Dyslexia has shown that its varieties have a different rate of development intensity: the basic parameters of audio-verbal memory of children with impaired reading skills have improved significantly with aging.

Form Reproduction as a Function of Complexity

1968 ◽  
Vol 26 (1) ◽  
pp. 219-222 ◽  
Author(s):  
Keith E. Beery
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Negatively Associated ◽  
Age Related

180 elementary school children, ranging in age from 6 to 14 yr., were tested for their ability to reproduce geometric forms by means of direct copy on paper with pencil. The forms varied in complexity, as defined by the number of sides. Complexity was found to be negatively associated with level of performance in form reproduction, especially for forms of 8 sides or fewer. Performance in form reproduction was positively associated with age but some age-related inversions were noted.

The ‘open-earedness’ hypothesis and the development of age-related aesthetic reactions to music in elementary school children

2008 ◽  
Vol 25 (2) ◽  
pp. 121-138 ◽  
Author(s):  
Reinhard Kopiez ◽  
Marco Lehmann
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Classical Music ◽  
Rating Scale ◽  
Avant Garde ◽  
Musical Preference ◽  
Age Related ◽  
Age Range ◽  
Musical Styles

This study investigates age-related changes in musical preference in elementary school children. The tolerance towards unconventional musical styles has been called ‘open-earedness’ (Hargreaves, 1982a), and it is assumed to decline with increasing age. Musical preferences of 186 students from grade 1 to 4 (age range: 6–10 years) were measured by using a 5-point iconographic rating scale. Eight sound examples were presented in a sound questionnaire. Results showed a decline of open-earedness for unconventional music (classical, ethnic and avant-garde music) from grade 1 to 2 (age: 7–8 years). However, this effect disappeared when classical music was excluded from data analysis. Only a few absolute rejections of unconventional musical styles were found, and the mean preference ratings did not exceed the neutral mean range. Future studies will have to consider additional factors of influence to make clear predictions about the point in time when this transition occurs.

scholarly journals Libraries and Reading Habits Among Elementary School Children: The Concept of the Classroom Collection

2021 ◽  
pp. 265-271
Author(s):  
Snunith Shoham
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Reading Skills ◽  
Fourth Grade ◽  
Elementary Grades ◽  
Reading Habits ◽  
Class Library ◽  
Fourth Grade Students ◽  
Books And Reading

The elementary school regards the development of reading skills and the cultivation of free reading among students as one of its tasks. one of its ways of achieving this is to operate libraries in the school. Some schools provide only a central library. Some societies or locales, however, also believe in operating classroom collections in the elementary grades, so as to increase children' a exposure to books and reading. The reading habits of 301 fourth-grade students in Israel were examined. The sample included: (a) children who participated in a class library project in grades 2-3, with a central library also existing in the school; (b) children who participated in a class-library project in grades 2-3, with no central library in the school; and (c) children who did not participate in a class-library project, while having a central library in the school. Certain contribution of the class library project emerges, but the realization of this contribution depends on the existence of a central library in the school. A class library is not a substitute for a central collection. It can only constitute one approach among different approaches that can encourage children reading.

scholarly journals Effects of a Teacher-Centred, School-Based Intervention Program on Health Behavior and Cardiovascular Disease Risk in Elementary School Children

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Clemens Drenowatz ◽  
Olivia Wartha ◽  
Susanne Brandstetter ◽  
Jürgen M. Steinacker
Keyword(s):  
Cardiovascular Disease ◽  
Elementary School ◽  
Health Behavior ◽  
School Children ◽  
Elementary School Children ◽  
Intervention Group ◽  
Cvd Risk ◽  
School Based Intervention ◽  
School Based ◽  
Age Related

The increasing prevalence of overweight and obese children along with accompanying comorbidities has prompted an early acknowledgement of a healthy lifestyle. The purpose of this study was to examine the effect of a teacher-centered, school-based intervention on cardiovascular disease (CVD) risk and health behavior in elementary school children. 935 first- and second-grade children in southwest Germany provided valid data at baseline and follow-up. Trained technicians measured height and weight along with blood pressure, cholesterol, and intra-abdominal fat to determine CVD risk. Parent questionnaires were used to assess children’s health behavior. Within one year CVD risk declined in the intervention group, particularly due to an attenuation of the age-related increase in mean arterial pressure. The age-related decline in habitual sports participation was attenuated, and children in the intervention groups displayed higher odds of playing outside. Further, the consumption of sugar-sweetened beverages declined in the intervention group, and TV time remained stable, while it increased in the control group. These results indicate that a teacher-centered intervention positively affects health behavior and CVD risk. The incorporation of the intervention by the classroom-teacher should allow for a sustainable participation, which may result in more pronounced effects over time.

Sleep patterns and their age-related changes in elementary-school children

2010 ◽  
Vol 11 (6) ◽  
pp. 569-575 ◽  
Author(s):  
Wan Seok Seo ◽  
Hyung-Mo Sung ◽  
Jong Hun Lee ◽  
Bon Hoon Koo ◽  
Min Ji Kim ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Sleep Patterns ◽  
Age Related ◽  
Age Related Changes

More Rapid and Stronger Vection in Elementary School Children Compared with Adults

Perception ◽  
10.1068/p7251 ◽  
2012 ◽  
Vol 41 (11) ◽  
pp. 1399-1402 ◽  
Author(s):  
Nobu Shirai ◽  
Takeharu Seno ◽  
Sachie Morohashi
Keyword(s):  
Elementary School ◽  
Visual Field ◽  
Motion Perception ◽  
School Children ◽  
Elementary School Children ◽  
Size Difference ◽  
Age Related ◽  
Cumulative Duration ◽  
Self Motion

We compared vection (visually induced illusory self-motion perception) among elementary school children and adults by measuring latency to onset, cumulative duration, and estimated strength of vection. Significantly stronger vection with shorter latency was observed in children compared with adults. Several possible causes (eg size-difference of the effective visual field) of the age-related differences are discussed.

Effects of Lightness Contrast and Fundus Pigmentation on Age-Related Decrement in Magnitude of the Mueller-Lyer Illusion

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1276-1278 ◽  
Author(s):  
Pam Ebert
Keyword(s):  
College Students ◽  
Elementary School ◽  
School Children ◽  
Contrast Effect ◽  
Elementary School Children ◽  
Bimodal Distribution ◽  
Lightness Contrast ◽  
Age Related ◽  
Fundus Pigmentation ◽  
White College

Components of the Mueller-Lyer figure, representing two levels of lightness contrast (1.5 black/ and 7.5 light grey/ each on 9.5 white/ ground) were viewed tachistoscopically for 500 msec. by 65 white elementary school children and 50 white college students. The contrast effect was significant, with black figures yielding a greater illusion than the light grey figures at all age levels. Further, a bimodal distribution of fundus density was evident in both age categories, with more densely pigmented Ss yielding smaller illusions.

Using Time-Processing Skills to Predict Reading Abilities in Elementary School Children

2017 ◽  
Vol 5 (1) ◽  
pp. 35-60 ◽  
Author(s):  
Marilyn Plourde ◽  
Pierre-Luc Gamache ◽  
Vincent Laflamme ◽  
Simon Grondin
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Reading Skills ◽  
Detection Sensitivity ◽  
Future Research ◽  
Visual Modality ◽  
Exact Nature ◽  
Gap Detection ◽  
Temporal Order Judgement

This article aims at examining the relationship between temporal skills and reading. According to Tallal, dyslexia may be linked to a global deficit in temporal processing, which would be detrimental for discrimination of phonemes, and thus impair reading acquisition. The temporal deficit hypothesis is not consensual, and the exact nature of the temporal deficits assumed to be associated with dyslexia remains unknown. The aim of the present experiment is to better define the temporal processes involved in reading. To do so, elementary school children from 1st to 6th grade with varied reading skills levels were recruited (from weak to very good readers). Each participant performed four temporal tasks, that is, gap detection, temporal order judgement, interval discrimination and interval reproduction; and each task was performed in two different conditions, i.e., with signals marking time delivered in the visual and in the auditory modalities. The results show positive correlations between reading skills and all temporal tasks, in both modalities. We also established a prediction model of reading skills with visual gap detection sensitivity as the best predictor. The results support Tallal’s theory. Temporal deficits in weak readers are global and transcend sensory modalities. The gap detection task in the visual modality shows clinical potential for identifying timing-related reading difficulties, and could be used in future research.

scholarly journals Generative Learning: Which Strategies for What Age?

2020 ◽  
Author(s):  
Garvin Brod
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
University Students ◽  
Concept Mapping ◽  
Learning Strategies ◽  
School Children ◽  
Elementary School Children ◽  
Age Groups ◽  
Generative Learning ◽  
Age Related

Abstract Generative learning strategies are intended to improve students’ learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness of these strategies has been demonstrated and whether there are indications of age-related differences in their effectiveness. The description of each strategy covers (1) how it is supposed to work, (2) the evidence on its effectiveness in different age groups, and (3) if there are age-related differences in its effectiveness. It is found that while all six generative learning strategies reviewed have proven effective for university students, evidence is mixed for younger students. Whereas some strategies (practice testing, predicting) seem to be effective already in lower-elementary-school children, others (drawing, questioning) seem to be largely ineffective until secondary school. The review closes with a call for research on the cognitive and metacognitive prerequisites of generative learning that can explain these differences.

Sign in / Sign up

Export Citation Format

Share Document