Diagnosis and correction of arithmetic underachievement

1963 ◽  
Vol 10 (1) ◽  
pp. 22-27
Author(s):  
Ramon Ross
Keyword(s):  
Standardized Tests ◽  
Grade Level ◽  
Sixth Grade ◽  
School Population ◽  
Development Of Competencies ◽  
Below Grade Level ◽  
Experience Difficulty

For most children the development of competencies in a quantitative world proceeds at an orderly pace. For a few, howover, growth does not occur in a normal fashion. Various studies have revealed that roughly 15 percent of sixth-grade pupils, for example, are one or more yeats below grade level in arithmetic as measured by standardized tests [4].* While the mentally deficient would account for a portion of this percent, there still remains a sizable portion of the school population who experience difficulty in one or more of the basic processes. These children require remediation, but prerequisite to that remediation is adequate diagnosis.

The effects of a Cognitive Mapping Strategy on the Literal and Inferential Comprehension of Students with Mild Disabilities

1996 ◽  
Vol 19 (2) ◽  
pp. 86-98 ◽  
Author(s):  
Joseph R. Boyle
Keyword(s):  
Reading Comprehension ◽  
Standardized Tests ◽  
Grade Level ◽  
Cognitive Mapping ◽  
Control Group ◽  
Poor Reading ◽  
Mild Disabilities ◽  
Mapping Strategy ◽  
Below Grade Level ◽  
Inferential Comprehension

This study examined the effects of a cognitive mapping strategy on the literal and inferential reading comprehension of students with mild disabilities — learning disabilities (LD) and educable mental retardation (EMR). Thirty students with mild disabilities who exhibited poor reading comprehension, as evidenced by low reading comprehension scores on standardized tests, were matched on three variables (disability, grade, and reading achievement) and assigned to either an experimental or a control group. Through a strategy format, students in the experimental group were taught to independently create cognitive maps from reading passages. Students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension measures with below-grade level reading passages as well as on-grade level reading passages. The limitations of the research and implications of this strategy for classroom application are discussed.

Mathematics, Quantitative and Attitudinal Measures for Elementary School Boys and Girls

1982 ◽  
Vol 51 (1) ◽  
pp. 155-162
Author(s):  
Gail Fendrich-Salowey ◽  
Mary Buchanan ◽  
Clifford J. Drew
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
Locus Of Control ◽  
Grade Level ◽  
Sixth Grade ◽  
Mathematical Achievement ◽  
Intellectual Ability ◽  
Independent Group ◽  
Sixth Grade Students ◽  
Below Grade Level

This study examined sex differences in quantitative ability, attitude toward arithmetic, and locus of control as variables that may affect mathematical learning. Subjects were 48 fifth and sixth grade students in one school. Intellectual ability and mathematical achievement levels were controlled. Independent group comparisons with sex and mathematical achievement grade level were examined to determine if significant differences existed between groups. Significant differences were evident on only a single comparison. Subjects below grade level in mathematics scored significantly lower than those at grade level on the operations portion of the Stanford Diagnostic Arithmetic Test.

scholarly journals The Effect of Specificity of Reading Purposes on Children's Reading Achievement

1976 ◽  
Vol 8 (4) ◽  
pp. 405-413 ◽  
Author(s):  
Margaret B. Jones
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Grade Level ◽  
Sixth Grade ◽  
Experimental Conditions ◽  
Children's Reading ◽  
Below Grade Level ◽  
Children’S Reading

The effect of establishing purposes for reading upon reading comprehension was investigated. It was predicted that children's comprehension of prose material would be higher when purposes for reading were more precisely defined than simply asking children to read in order to be able to answer questions. This investigation attempted to replicate aspects of an earlier study (Rothkopf & Kaplan, 1972) and to extend other aspects of that study. Learning of intentional and incidental information was compared when purpose setting directions for reading were varied as to specificity. Children identified as reading at, above, or below the sixth grade level were assigned to one of three experimental conditions: “specific directions” which focused on single facts; “general directions” which focused on two or more facts; or a “read to be tested direction” which simply told children to read because they would be tested. Findings were: (a) significant differences in the performance of those reading at, above, and below grade level; (b) neither specific nor general reading directions appeared to affect performance; (c) purpose setting directions served to discriminate between intentional and incidental information only for above grade level readers.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

scholarly journals EFL Textbook Analysis: A Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 27 ◽  
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Textbook Analysis ◽  
Secondary Curriculum ◽  
Upper Secondary ◽  
Below Grade Level

The purpose of the present study was to determine how well Malaysian EFL Secondary Curriculum prepares upper secondary students for tertiary reading in English. This study is explorative in nature. The data for this study were acquired from a Malaysian national EFL upper secondary textbook. The data were in the form of comprehension reading passages in the selected EFL textbook. In this case study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages used in the textbook. The findings show that reading instructional design in the EFL textbook significantly emphasizes the use of narrative passages with the majority of the passages being below grade-level texts.

scholarly journals The Function of Metaphor in Children's Recall of Expository Passages

1981 ◽  
Vol 13 (3) ◽  
pp. 249-261 ◽  
Author(s):  
P. David Pearson ◽  
Taffy E. Raphael ◽  
Norma Tepaske ◽  
Charles Hyser
Keyword(s):  
Grade Level ◽  
Sixth Grade ◽  
Third Grade ◽  
Target Structure ◽  
Better Than

In a series of three studies, the facultative effect of metaphors on children's recall of expository passages was evaluated. In Experiment 1, with sixth grade subjects and an unfamiliar passage, metaphor target structures were recalled better than their literal paraphrases. In Experiment II, using third grade subjects and a more familiar passage, there were no differences between metaphor and literal versions of passage in terms of the recall of target structures. In Experiment III, which was designed to eliminate the passage familiarity × grade level × experiment confounding, there was a significant passage familiarity by version (metaphor or literal) interaction. Metaphors facilitated target structure recall only for unfamiliar passages. These data were interpreted as supporting the view that metaphors can serve the function of bridging new and old information in unfamiliar textual settings.

scholarly journals Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 63-83
Author(s):  
Rebecca Hite
Keyword(s):  
Grade Level ◽  
Physical Science ◽  
Earth Science ◽  
Qualitative Content Analysis ◽  
White Male ◽  
Sixth Grade ◽  
School Students ◽  
Science Textbooks ◽  
Grade Levels ◽  
Images Of Scientists

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

scholarly journals Attitudes Towards Science: A Study of Gender Differences and Grade Level

2022 ◽  
Vol 11 (2) ◽  
pp. 599-608
Author(s):  
Susilawati*, Nurfina ◽  
Nurfina Aznam ◽  
Paidi Paidi
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Gender Gap ◽  
Grade Level ◽  
Primary Schools ◽  
Attitudes Toward Science ◽  
Sixth Grade ◽  
Total Sample ◽  
School Students ◽  
Students Attitudes

<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

Readability of Online Health Information: A Meta-Narrative Systematic Review

2018 ◽  
Vol 33 (5) ◽  
pp. 487-492 ◽  
Author(s):  
Lubna Daraz ◽  
Allison S. Morrow ◽  
Oscar J. Ponce ◽  
Wigdan Farah ◽  
Abdulrahman Katabi ◽  
...  
Keyword(s):  
United States ◽  
Systematic Review ◽  
Health Information ◽  
Grade Level ◽  
General Public ◽  
Sixth Grade ◽  
The United States ◽  
Reading Level ◽  
Online Health Information ◽  
Cross Sectional

Online health information should meet the reading level for the general public (set at sixth-grade level). Readability is a key requirement for information to be helpful and improve quality of care. The authors conducted a systematic review to evaluate the readability of online health information in the United States and Canada. Out of 3743 references, the authors included 157 cross-sectional studies evaluating 7891 websites using 13 readability scales. The mean readability grade level across websites ranged from grade 10 to 15 based on the different scales. Stratification by specialty, health condition, and type of organization producing information revealed the same findings. In conclusion, online health information in the United States and Canada has a readability level that is inappropriate for general public use. Poor readability can lead to misinformation and may have a detrimental effect on health. Efforts are needed to improve readability and the content of online health information.

An analysis of individual differences in arithmetic

1964 ◽  
Vol 11 (7) ◽  
pp. 471-473
Author(s):  
Oscar T. Jarvis
Keyword(s):  
Elementary School ◽  
Individual Differences ◽  
Grade Level ◽  
Common Knowledge ◽  
Sixth Grade ◽  
First Grade ◽  
Level 1 ◽  
Level 2

It is common knowledge among teachers of arithmetic that individual pupil differences in the elementary school are very pronounced at every grade level. It is equally apparent that the range of individual differences increases from grade level to grade level. Wrightstone has stated that these differences may be as great as three to four years in the first-grade, five to six years in the fourth-gmde, and seven to eight years at the sixth-grade level.1 Beck, Cook and Kearney have observed, however, that normally in “arithmetic reasoning and computation the range is … between six and seven years at the sixth-grade level.”2

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