scholarly journals Promoting Foundation Reading Skills With At-Risk Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Ana Sucena ◽  
Ana Filipa Silva ◽  
Cátia Marques
Keyword(s):  
At Risk ◽  
Reading Skills ◽  
First Graders ◽  
At Risk Students ◽  
Intervention Group ◽  
Test Group ◽  
Cutoff Score ◽  
Post Test ◽  
Comparative Group ◽  
The Impact

This paper presents an early reading intervention program, the PPCL (Programa de Promoção das Competências Leitoras—Promoting Reading Skills Program). PPCL focuses on the promotion of reading foundation abilities—letter-sound, phonemic awareness, decoding, and spelling—with at-risk first graders. This study assessed the impact of PPCL on the reading foundation abilities with 311 first graders (173 boys and 138 girls), divided between intervention and comparative group (respectively, 206 and 105 first graders). Results were analyzed with an inter- (intervention and comparative group) and intra- (pre-and post-test) group design. A mixed two-way Manova indicated the presence of statistically significant differences between the two assessment moments, with the intervention group presenting higher values than the comparative group in all abilities at the post-test and also above the cutoff score in all variables, which indicates that at-risk students eventually concluded the school year with satisfactory levels of reading skills. On the other hand, the comparative group scored below the cutoff score in all variables. The magnitude of the effect on the intervention group was higher than the one observed in the comparative group. Reading promotion with PPCL significantly improved at-risk students reading skills. In future studies, the authors intend to follow up on reading and writing participants’ skills.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

scholarly journals Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

2017 ◽  
Vol 6 (2) ◽  
pp. 93-102 ◽  
Author(s):  
María Dolores Guerra-Martín ◽  
Marta Lima-Serrano ◽  
Joaquín Salvador Lima-Rodríguez
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Nursing Students ◽  
At Risk Students ◽  
Intervention Group ◽  
Academic Failure ◽  
Program Satisfaction ◽  
Tutoring Program ◽  
Information Comprehension ◽  
Education Support

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30), improving the information about courses (p < .001, d = 2.01), the information comprehension (p < .001, d = 0.85) and the strategies to improve academic performance (p < .001, d = 1.37). The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

scholarly journals The Impact of Classroom Games on the Acquisition of Second Language Grammar

2015 ◽  
Vol 1 (2) ◽  
pp. 17-29
Author(s):  
Jerome C. Bush
Keyword(s):  
Second Language ◽  
Empirical Evidence ◽  
Traditional Instruction ◽  
Intervention Study ◽  
Comparison Group ◽  
Intervention Group ◽  
Classroom Activity ◽  
Post Test ◽  
Class Period ◽  
The Impact

Abstract While games are a common classroom activity, not much empirical evidence supports the use of games in L2 grammar classrooms for late teens and adults. This intervention study focused on 34 Turkish learners of English as a second language. The intervention group was exposed to three class period of games, while the comparison group had three class periods of traditional instruction (e.g. worksheets and whiteboard explanations). A pre-test, a post-test, and a delayed post-test were given. T-tests were performed on the scores from each test and a mixed (with-subject and between group) ANOVA was conducted. Additionally a survey was conducted to determine the experience of the students. Results of the statistical analyses were not significant, but the students reported being motivated by the games. It is recommended that teachers use games in their grammar classrooms about once a week.

scholarly journals Learning How to Learn: A Student Success Course for At Risk Students

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Elizabeth R. Bowering ◽  
Joanne Mills ◽  
Allison Merritt
Keyword(s):  
At Risk ◽  
Student Success ◽  
Learning Strategies ◽  
Study Skills ◽  
At Risk Students ◽  
Cognitive Strategies ◽  
Student Success Course ◽  
Success Course ◽  
Post Test ◽  
Premier Cycle

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, self-management, and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100 undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and procrastination (ps < .05). Over time, participants also demonstrated a significantly improved GPA (p < .0001). These results support the hypothesis that the SSC is an effective intervention, at least in the short-term, for improving learning and motivational strategies in at risk students. Il est reconnu que les étudiants d’université dont les stratégies d’apprentissage sont inefficaces et qui ont une faible motivation risquent de souffrir de stress et d’obtenir de mauvaises notes. Au vu des besoins de ces étudiants, Mount St. Vincent University a mis en place un cours pour faciliter la réussite des étudiants (Student Success Course - SSC). Il s’agit d’une intervention de 14 semaines au cours de laquelle on enseigne des stratégies d’apprentissage, de gestion autonome et de motivation. L’objectif de cette étude est d’évaluer l’efficacité de ce cours dans le cas de 100 étudiants de premier cycle placés en probation. Les participants ont rapporté, avant et après le test, une augmentation significative de leurs stratégies cognitives, de leurs compétences en matière d’apprentissage et de leur motivation, ainsi qu’une baisse importante de leur anxiété face aux examens et de leur procrastination (ps < .05). Avec le temps, les participants ont également démontré une augmentation de leur moyenne pondérée cumulative (p < .0001). Ces résultats soutiennent l’hypothèse selon laquelle le cours en question représente une intervention efficace, tout au moins à court terme, pour améliorer les stratégies d’apprentissage et de motivation chez les étudiants à risque.

scholarly journals Who Benefits from An Intervention Program on Foundational Skills for Handwriting Addressed to Kindergarten Children and First Graders?

2020 ◽  
Vol 17 (6) ◽  
pp. 2166 ◽  
Author(s):  
Livia Taverna ◽  
Marta Tremolada ◽  
Liliana Dozza ◽  
Renata Zanin Scaratti ◽  
Domahs Ulrike ◽  
...  
Keyword(s):  
At Risk ◽  
Intervention Program ◽  
First Graders ◽  
Manual Dexterity ◽  
Fine Motor ◽  
Visual Motor Integration ◽  
Integration Test ◽  
Visual Motor ◽  
The Impact ◽  
Over Time

This study examined the effectiveness of a 10-wk intervention program based on occupational therapy principles on visual-motor integration skills and fine motor abilities in kindergartners and first graders. We recruited 55 students tested three times with the Visual-Motor Integration Test (VMI) and Movement Assessment Battery for Children-2 (MABC-2): before the intervention (T1), post-intervention (T2) and one month later (T3). Research findings: Significant improvements were found on VMI between T1 and T2, particularly for kindergartners. Neither group of children demonstrated changes on manual dexterity scores. The present study showed that the intervention program led to different changes in the at-risk of motor impairment group than in the not at-risk children. Results indicated that games and stimulation activities helped children below the 16th percentile over time in the manual dexterity domain. A gender effect was observed, with female children increasing their abilities over time more than male peers. Future research should concentrate on stimulating fine motor skills in hand manipulation and test how these abilities influence graphomotor skills and handwriting over time. Finally, more research is needed to determine the impact of activities and games carried out in educational settings.

Examining District Norms from a Rural School's Site-Based Improvement Perspective: Complementary or Obstructive?

1998 ◽  
Vol 8 (2) ◽  
pp. 187-210 ◽  
Author(s):  
John L. Keedy ◽  
Jan M. Allen
Keyword(s):  
At Risk ◽  
School Improvement ◽  
At Risk Students ◽  
Group Development ◽  
Assessment Instrument ◽  
Personnel Turnover ◽  
Empowerment Model ◽  
Teacher Work ◽  
Development Assessment ◽  
The Impact

Schools with at-risk students can improve when district norms support school-based improvement efforts. The authors (a) studied a district's norms from a rural school leader's perspective and (b) examined the impact of these norms upon the school's revitalization goals. Data were collected through interview, observation, mining of documents, and the Group Development Assessment instrument. The five district norms (lack of district vision/focus, board and central office control orientation and lack of trust, blaming others/defensiveness, constant personnel turnover, and poor communication) were obstructive to achieving school goals. Despite progress made by school leaders in improving both the parent-teacher relationships and teacher work climate, the prognosis for achieving the crucial goal, redesigning instruction as more meaningful and engaging for high-risk students, seemed doubtful. Improving schools for at-risk students needs a normative environment engineered by a change-and-empowerment model binding the district to school improvement efforts.

Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities

2002 ◽  
Vol 22 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Student Performance ◽  
At Risk Students ◽  
Retention Rates ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
Probationary Students ◽  
The Individual ◽  
The Impact

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

scholarly journals The European School Fruit Scheme: impact on children’s fruit and vegetable consumption in North Rhine-Westphalia, Germany

2016 ◽  
Vol 20 (3) ◽  
pp. 542-548 ◽  
Author(s):  
Sarah Methner ◽  
Gesa Maschkowski ◽  
Monika Hartmann
Keyword(s):  
Primary Schools ◽  
Vegetable Consumption ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Fruit And Vegetable ◽  
European School ◽  
Consumption Frequency ◽  
Post Test ◽  
The Impact

AbstractObjectiveTo assess the impact of the European School Fruit Scheme (SFS) in North Rhine-Westphalia, Germany, on children’s fruit and vegetable (F&V) consumption, in particular frequency.DesignThe study consisted of a pre-test/post-test design with an intervention (eight primary schools) and a control group (two primary schools). Children’s F&V consumption frequency was measured prior to the introduction of the SFS in 2010 and after one year’s delivery of F&V (2011).SettingTen primary schools in North Rhine-Westphalia, Germany.SubjectsIn total, 499 primary-school children aged 6–11 years, 390 in the intervention and 109 in the control schools.ResultsChildren highly appreciated the SFS. More than 90 % evaluated the programme positively. Children in the intervention group showed a significant increase in F&V intake frequency from baseline to follow-up, from on average 1·26 (sd1·37) to 2·02 (sd1·33) times/d (P=0·000). The intervention variable had a highly significant impact on children’s F&V consumption frequency, even after controlling for gender, age and stay at school for lunch (β=0·773; 95 % CI 0·59, 0·96). The SFS did not induce a reduction of F&V consumption at home. In the control group a non-significant decline in F&V consumption frequency from 1·31 (sd1·26) to 1·18 (sd1·34) times/d (P=0·325) was observed.ConclusionOne year after the programme’s implementation, the SFS led to a significant short-term increase in children’s F&V consumption.

A balance and proprioception intervention programme to enhance combat performance in military personnel

2017 ◽  
Vol 164 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Shany Funk ◽  
T Jacob ◽  
D Ben-Dov ◽  
E Yanovich ◽  
O Tirosh ◽  
...  
Keyword(s):  
Postural Balance ◽  
Postural Stability ◽  
Weight Bearing ◽  
Intervention Group ◽  
Test Group ◽  
Control Group ◽  
Intervention Programme ◽  
Eyes Closed ◽  
Post Test ◽  
Combat Soldiers

BackgroundOptimal functioning of the lower extremities under repeated movements on unstable surfaces is essential for military effectiveness. Intervention training to promote proprioceptive ability should be considered in order to limit the risk for musculoskeletal injuries. The aim of this study was to assess the effect of a proprioceptive intervention programme on static and dynamic postural balance among Israel Defense Forces combat soldiers.MethodsTwenty-seven male soldiers, aged 18–20 years, from a physical fitness instructor’s course, were randomly divided into two groups matched by age and army unit. The intervention group (INT) underwent 4 weeks of proprioceptive exercises for 10 min daily; the control group underwent 4 weeks of upper body stretching exercises for 10 min daily. All participants were tested pre and postintervention for both static and dynamic postural balance.ResultsSignificant interaction (condition*pre-post-test*group) was found for static postural balance, indicating that for the INT group, in condition 3 (on an unstable surface—BOSU), the post-test result was significantly better compared with the pretest result (p<0.05). Following intervention, the INT group showed significant correlations between static postural stability in condition 2 (eyes closed) and the dynamic postural stability (length of time walked on the beam following fatigue) (r ranged from 0.647 to 0.822; p<0.05).ConclusionsThe proprioceptive intervention programme for combat soldiers improved static postural balance on unstable surfaces, and improved the correlation between static postural balance in the eyes closed condition and dynamic postural balance following fatigue. Further longitudinal studies are needed to verify the relationship between proprioception programmes, additional weight bearing and the reduction of subsequent injuries in combat soldiers.

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