scholarly journals Developmental Changes in Number Personification by Elementary School Children

2018 ◽  
Vol 9 ◽  
Author(s):  
Eiko Matsuda ◽  
Yoshihiro S. Okazaki ◽  
Michiko Asano ◽  
Kazuhiko Yokosawa
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Developmental Changes

scholarly journals Developmental Changes in Metacognitive Strategy in Japanese Elementary School Children

2021 ◽  
Vol 14 (11) ◽  
pp. 1
Author(s):  
Ryo Okada
Keyword(s):  
Elementary School ◽  
Intrinsic Motivation ◽  
Multilevel Modeling ◽  
School Children ◽  
Elementary School Children ◽  
Longitudinal Survey ◽  
Metacognitive Strategies ◽  
Developmental Changes ◽  
Average Level ◽  
Metacognitive Strategy

This study investigated developmental changes in metacognitive strategies during elementary school years and examined the effects of intrinsic motivation on metacognitive strategies. A total of 113 Japanese elementary school children participated in a three-year longitudinal survey with eight times measurement occasions. Multilevel modeling analyses showed that metacognitive strategies would linearly increase over three years. Intrinsic motivation was also related to metacognitive strategies in two ways: the initial status of intrinsic motivation was associated with the average level of metacognitive strategies. Further, the deviations from the baseline of intrinsic motivation were related to changes in metacognitive strategies. This suggests that intrinsic motivation impacts the development of metacognitive strategies.

scholarly journals DEVELOPMENTAL CHANGES IN 28 MORAL INSTRUCTIONS IN ELEMENTARY SCHOOL CHILDREN

1990 ◽  
Vol 38 (1) ◽  
pp. 46-55
Author(s):  
Yoshihisa AKETA ◽  
Kazutaka FURUHATA ◽  
Noriko KINOSHITA ◽  
Kohichi OKAMOTO
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Developmental Changes

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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