In the Classroom: Geometric number stories

1964 ◽  
Vol 11 (1) ◽  
pp. 41-42
Author(s):  
Bernadine F. Condron
Keyword(s):  
Logical Reasoning ◽  
Second Grade ◽  
New Concepts ◽  
Addition Facts

Counting and basic addition facts can be reviewed at the beginning of the second grade through the introduction of a new topic, geometry. Not only would it, serve as a less painful way to review, but it would also open the door for more logical reasoning, thinking, and creating. Many new concepts and new vocabulary will be learned as an incidental part of this type of review.

Mathematical Abilities of Children With Specific Language Impairment

1996 ◽  
Vol 39 (4) ◽  
pp. 839-849 ◽  
Author(s):  
Barbara B. Fazio
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Second Grade ◽  
Typically Developing ◽  
Specific Language ◽  
Mathematical Abilities ◽  
Mental Age ◽  
Comparison Groups ◽  
Math Problems ◽  
Addition Facts

A 2-year follow-up of the mathematical abilities of young children with specific language impairment (SLI) is reported. To detect the nature of the difficulties children with SLI exhibited in mathematics, the first- and second-grade children's performance was compared to mental age and language age comparison groups of typically developing children on a series of tasks that examined conceptual, procedural, and declarative knowledge of mathematics. Despite displaying knowledge of many conceptual aspects of mathematics such as counting plates of cookies to decide which plate had "more," children with SLI displayed marked difficulty with declarative mathematical knowledge that required an immediate response such as rote counting to fifty, counting by 10's, reciting numerals backwards from 20, and addition facts such as 2 + 2=?. Moreover, children with SLI performed similarly to their cognitive peers on mathematical tasks that allowed children to use actual objects to count and on math problems that did not require them to exceed the sequence of numbers that they knew well. These findings offer further evidence that storage and/or retrieval of rote sequential material is particularly cumbersome for children with SLI.

Let's Do It: Strategies for Learning the Basic Facts

1981 ◽  
Vol 29 (4) ◽  
pp. 6-9
Author(s):  
David R. O'Neil ◽  
Rosalie Jensen
Keyword(s):  
Elementary Teachers ◽  
The Other ◽  
New Concepts ◽  
Basic Facts ◽  
Addition Facts

One complaint often voiced by elementary teachers is that some of their students are unable to readily grasp new concepts because they do not have sufficient command of the basic facts. This month we are suggesting some strategies teachers can use to help their students master the basic addition facts. The same strategies can be adapted to the memorization of basic facts for the other operations.

scholarly journals Quack: A Youth-Targeted Game for English Comprehension

10.29007/ptsc ◽  
2019 ◽  
Author(s):  
Alexander Redei
Keyword(s):  
Reading Comprehension ◽  
New Technologies ◽  
Second Graders ◽  
Second Grade ◽  
At Risk Youth ◽  
School Program ◽  
Educational Gaming ◽  
Novel Approach ◽  
Spelling Ability ◽  
New Concepts

Second grade is a critical year in the development of a child’s understanding of literature. Studies have shown that students who struggle with reading at the second grade will continue to struggle with reading for the rest of their lives.The purpose of this paper is to introduce a new method for increasing English comprehension for at-risk youth. In this paper we propose a fun and easy-to-use game called Quack. Our approach is to leverage new technologies with an existing school program, such as one-on-one mentoring, in addition to a targeted English comprehension game to enhance the educational experience of second graders struggling with reading comprehension. The Quack game implements a spelling challenge system to test the student’s vocabulary and spelling ability. Part of the game, an options system, allows instructors and students to customize the experience to each individual’s needs. Quack provides a novel approach to educational gaming through three new concepts: (i) Quack is free to use and open source (ii) Quack is customizable to the individual’s English comprehension needs (iii) Quack incorporates a rewarding English-comprehension system, effectively “gamifying” learning proper spelling.

Novel Approaches to Low-Voltage Scanning Electron Microscopy

1990 ◽  
Vol 48 (1) ◽  
pp. 366-367
Author(s):  
Arthur V. Jones
Keyword(s):  
Electron Microscopy ◽  
Scanning Electron Microscopy ◽  
Low Voltage ◽  
Electron Optics ◽  
Current Interest ◽  
New Concepts ◽  
Opportune Time ◽  
Novel Approaches ◽  
Voltage Scanning ◽  
Scanning Electron

In comparison with the developers of other forms of instrumentation, scanning electron microscope manufacturers are among the most conservative of people. New concepts usually must wait many years before being exploited commercially. The field emission gun, developed by Albert Crewe and his coworkers in 1968 is only now becoming widely available in commercial instruments, while the innovative lens designs of Mulvey are still waiting to be commercially exploited. The associated electronics is still in general based on operating procedures which have changed little since the original microscopes of Oatley and his co-workers.The current interest in low-voltage scanning electron microscopy will, if sub-nanometer resolution is to be obtained in a useable instrument, lead to fundamental changes in the design of the electron optics. Perhaps this is an opportune time to consider other fundamental changes in scanning electron microscopy instrumentation.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

New Concepts in Congenital Deafness

1971 ◽  
Vol 4 (2) ◽  
pp. 431-443
Author(s):  
LaVonne Bergstrom ◽  
Janet Stewart
Keyword(s):  
Congenital Deafness ◽  
New Concepts
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