In the classroom: Grouping—an aid in learning multiplication and division facts

1961 ◽  
Vol 8 (1) ◽  
pp. 27-31
Author(s):  
Edwina Deans
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Basic Unit ◽  
The Third ◽  
Classroom Grouping ◽  
Children’S Work

As elementary-school children progress in their study of mathematics, they deal with numbers which are increasingly more complex and abstract. Around the third or fourth year in the grades, children's work with operations requires an understanding of numbers of two or more places and a knowledge of regrouping in terms of our basic unit of ten. Attention to grouping arrangements assists children in their discovery of multiplication and division facts, and it assists them in the use of these facts in the operations of multiplication and division.

Age Differences in Peer Ratings of Socially Desirable and Socially Undesirable Behavior

1968 ◽  
Vol 23 (3) ◽  
pp. 783-791 ◽  
Author(s):  
Leigh Minturn ◽  
Merrilee Lewis
Keyword(s):  
College Students ◽  
Elementary School ◽  
Age Differences ◽  
School Children ◽  
Elementary School Children ◽  
Peer Ratings ◽  
Adult Sample ◽  
The Third ◽  
Peer Nomination ◽  
Two Factors

Walder's peer nomination inventory was given to elementary school children and college students and the data analyzed for age differences. The first two factors are essentially the same as Walder's factors and are unaffected by Ss age. The third child factor is similar to Walder's third factor of socially undesirable non-aggressive traits but is better differentiated and more general, including several items measuring rebelliousness. Two additional factors appear in the adult sample, one defined by rebellion and rejection items and one by dominance items.

The Effectiveness of Paraprofessionals and a Speech Clinician as Agents of Articulation Intervention Using Programmed Instruction

1978 ◽  
Vol 9 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Janis Costello ◽  
Judith Schoen
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Programmed Instruction ◽  
The Third ◽  
Comparison Of The Results

Abstract Fifteen elementary-school children with functional θ/s substitutions were randomly divided into three experimental groups. All three groups received articulation intervention via Mowrer’s (1968) S-Pack program for correction of the frontal lisp. Five women were trained as paraprofessionals to administer the program to two groups of children. One group received videotaped instruction, the second group received audiotaped instruction, and the third group was administered the program live-voice by a professional speech clinician. Comparison of the results achieved by the paraprofessionals and the professional speech clinician revealed no significant differences. All of the children learned correct /s/ production equally well and rapidly. The implications of these results for the use of paraprofessionals and programmed instruction are discussed.

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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