Home and School Influences on Learning to Read in Kindergarten Through Second Grade: Linda A. Meyer and James L. Wardrop

2012 ◽  
pp. 168-187
Keyword(s):  
Second Grade ◽  
Learning To Read ◽  
School Influences ◽  
Home And School

scholarly journals STUDENTS’ PERCEPTION OF USING “DICTIONARY POCKET” AS A MEDIUM TO IMPROVE THEIR VOCABULARY MASTERY

2019 ◽  
Vol 2 (3) ◽  
pp. 319
Author(s):  
Titi Mariah ◽  
Yanti Yusanti ◽  
Ula Nisa El Fauziah
Keyword(s):  
The Other ◽  
Second Grade ◽  
Learning To Read ◽  
Other Hand ◽  
Qualitative Descriptive ◽  
Almost All ◽  
Descriptive Method

Vocabulary known as an essential skill for learning to read, speak, write and listen. It is important to find the appropriate technique in order to improve students’ vocabulary mastery. The researchers did research with focuses on students’ perception towards using “dictionary pocket” in order to improve their vocabulary mastery. It was conducted using a qualitative descriptive method. To collect the data, the researchers use the instruments of an open-ended questionnaire and interview section. The samples were 36 students of second grade from Broadcasting major at SMK Negeri 1 Cimahi. The result of the questionnaire shows that it was found that almost all of the students feel that with learn vocabulary can be easier when they use the technique of remembering dictionary pocket. They also agree that dictionary pocket is an appropriate technique which is used to learn vocabulary. In the other hand, the result of interview shows, the students concede that they are feel helped and being motivated. It can be sum up that dictionary pocket is suitable to strengthen their vocabulary mastery. Dictionary pocket is useful enough because it can help them when they forget the word.

scholarly journals Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling

2019 ◽  
Vol 24 (4) ◽  
pp. 408-423 ◽  
Author(s):  
Amy R Lederberg ◽  
Lee Branum-Martin ◽  
Mi-young Webb ◽  
Brenda Schick ◽  
Shirin Antia ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Second Grade ◽  
Learning To Read ◽  
Early Reading Skills ◽  
Spoken English ◽  
Reading Abilities ◽  
Confirmatory Factor ◽  
Alternative Means ◽  
Visual Learners

Abstract Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.

Morphological analysis in learning to read pseudowords in Hebrew

2011 ◽  
Vol 32 (3) ◽  
pp. 553-581 ◽  
Author(s):  
AMALIA BAR-ON ◽  
DORIT RAVID
Keyword(s):  
Morphological Analysis ◽  
Second Grade ◽  
Phonological Information ◽  
Morphological Pattern ◽  
Sentential Context ◽  
Learning To Read ◽  
Morphological Composition ◽  
Study Participants ◽  
11Th Grade

ABSTRACTThis paper examines the role of morphology in gradeschool children's learning to read nonpointed Hebrew. It presents two experiments testing the reading of morphologically based nonpointed pseudowords. One hundred seventy-one Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of 2nd, 3rd, 4th, 7th, and 11th grade) and a group of adults participated in the study. Participants were administered two tasks of reading aloud nonpointed pseudowords with morphological composition: words in isolation and words in sentential context. Results pinpoint the developmental milestones on the way to efficient nonpointed word recognition in Hebrew: learning to use morphological pattern cues to fill in missing phonological information, where second grade is an important “watershed” period; and overcoming homography by learning to detect morphosyntactic cues, an ability that develops more gradually and over a longer period than pattern recognition.

scholarly journals The Improvement of Reading Skills Through Pictorial Word Cards in Second Grade Students of SDN 36 Sungai Ambawang

2019 ◽  
Vol 2 (2) ◽  
pp. 69
Author(s):  
Suharlan Suharlan
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Data Collection ◽  
Learning Process ◽  
Reading Skills ◽  
Measurement Techniques ◽  
Second Grade ◽  
Learning To Read ◽  
Average Value ◽  
Second Grade Students

Based on the fact that teachers feel the low reading skills of students because they feel bored and lack of interest in learning. It is because the teacher does not use media that made students interesting and used the method of spelling and is not supported by supporting books such as pictorial storybooks that make students interested in reading. For this reason, the teacher used pictorial word cards to improve students reading skills. The form of research is classroom action research, collaborative in nature, the subjects in this study were students of second-grade SDN (State Elementary School) 36 Sungai Ambawang, and researchers who also acted as teachers. The procedure in this study follows the main stages, namely planning, implementation, observation, and reflection. Research techniques are direct observation and measurement techniques, data collection tools used are observation sheets and tests. The results of the implementation of the act of learning to read using pictorial cards in each cycle always increases. In the first cycle, the success of students' reading skills achieved 55.55%, then in the second cycle increased to 100%. With an average value of 62.22 in the first cycle and the second cycle, the average value increased to 77.77. Based on the description above, it can generally be concluded that the use of pictorial word cards can improve the reading skills of grade 1 students of SDN 36 Sungai Ambawang. Thus the pictorial word card media can be used during the learning process of reading to improve students' reading skills.

scholarly journals The voices of Samoan parents and their children: home reading practices and home-school connections

2021 ◽  
Author(s):  
◽  
Sarah Valentine
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Primary Schools ◽  
Cultural Factors ◽  
Ministry Of Education ◽  
Reading Practices ◽  
Learning To Read ◽  
Home Reading ◽  
Social And Cultural Factors ◽  
Home And School

<p>This thesis investigates Samoan parents and their primary school aged children’s experiences and perceptions of learning to read and the role this plays in home reading practices. A key purpose was to investigate what can be learnt from Samoan born parents regarding their cultural values and understandings around learning to read. Gaining understandings of the influences and experiences these parents have had when learning to read in Samoa would provide insights into the home reading practices being used with their own children. By examining the parents’ cultural values and practices, possible connections or disconnections between home and school reading practices can be drawn.  While home and school partnerships are deemed to be important in New Zealand primary schools and by the Ministry of Education there needs to be improved understandings of the cultural values and practices that are taking place within many Samoan households regarding reading instruction. The valuing of these practices also needs to be considered with the understanding that there are diverse forms of literacy across cultural communities. The focus has been on how school reading practices can be implemented into the home environment rather than what can be learnt from home practices. This thesis has aimed to amend this by acknowledging and giving voice to Samoan born parents through discussing their own reading practices and experiences, and the influence this has had on the strategies they use when reading with their children.  Pasifika students’ learning and achievement within New Zealand schools has been identified as a key priority for the Ministry of Education. The recent Pasifika Education Plan 2013-2017 (Ministry of Education, 2013) has outlined specific goals and targets aimed at improving Pasifika educational achievement that include establishing stronger connections between home and school for Pasifika learners. If connections are to be made the influence of social and cultural factors on students’ learning and achievement needs to be identified and valued.  The methodology used was qualitative in design. A case study approach that integrated a socio-cultural perspective and the practices of Pasifika research methodology were used to allow for literacy to be seen as social practice where peoples’ views, values and experiences are used to enhance understandings of the role social and cultural factors play within education.  Data collection was through Talanoa1 individual interview sessions with five Samoan born parent participants individually. Two Talanoa sessions were held with each parent. The parent participants’ eldest children were then interviewed in pairs. The voices of the participants were used to gain insights into cultural perceptions of reading practices within school and home contexts. The parent participants’ knowledge of school reading practices was also sought. The research data was analysed by using Rogoff’s three planes of analysis (1995). Rogoff’s framework was used to interpret the key themes as they relate to the connections and/or disconnections between home and school reading practices.  The research findings indicate that strong cultural reading values and practices are in place for these Samoan parent participants. The practices being employed have been formed from their own experiences and memories of learning to read as children, in Samoa. These reading practices are based on the cultural values and actions that have been previously identified in literature on Samoan literacy (McNaughton, Amitanai-Toloa & Wolfgramm-Foliaki, 2009; Duranti & Ochs, 1993; Duranti, Ochs & Ta’ase 2004; Tagoilelagi, 1995; Tuafuti, 2000). As parents, these participants have continued to use these reading strategies and practices with their own children in New Zealand. Another key finding was that the parent participants’ knowledge of school reading practices in New Zealand was found to be limited. This finding in combination with the cultural home reading practices being employed has strong implications for home and school connections between Samoan communities and primary schools within New Zealand.</p>

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