Meaningful Division

1950 ◽  
Vol 43 (1) ◽  
pp. 12-18
Author(s):  
Rolland R. Smith
Keyword(s):  
First Grade ◽  
Fifth Grade ◽  
Chronological Age ◽  
Number Concepts

Readiness for number concepts and number relationships is not so much a matter of chronological age as it is of experience. Of course, the pupil of the fourth or fifth grade can be taught division when it would be impossible to do this with the average first grade pupil. But it is not his age that makes this possible so much as it is the fact that having lived longer he has had time to gain greater experience with numbers. If we could blot out all the number experiences of a ten or eleven year old child, the chances are that he would not be more ready for division than his younger brother.

The IRI and RMI Diagnostic Concepts Should Be Synthesized

1974 ◽  
Vol 6 (2) ◽  
pp. 183-194 ◽  
Author(s):  
Leon E. Williamson ◽  
Freda Young
Keyword(s):  
Oral Reading ◽  
First Grade ◽  
Fifth Grade ◽  
Intuitive Knowledge ◽  
Grammatical Function ◽  
Reading Behavior ◽  
Intermediate Grade ◽  
Reading Errors ◽  
Instructional Level ◽  
Knowledge Of Language

Thirty intermediate-grade subjects, who by the Informal Reading Inventory (IRI) criteria demonstrated in basal materials a fifth grade instructional level in reading, used their intuitive knowledge of language, when reading, as effectively as Biemiller and Weber found first-grade subjects using theirs. These subjects' miscues were analyzed according to concepts set forth in the Reading Miscue Inventory (RMI) which are very similar to the ideas used by Biemiller and Weber. Subjects' performances demonstrated that reading behavior is different when reading at the instructional and frustrational levels. When reading at the frustrational level, subjects tended to adhere more closely to the sound and graphic materials represented in the text than when reading at their instructional level. Miscues made at the frustrational level had a higher frequency of having the same grammatical function as that intended in the text than when reading at the instructional level. Grammatical and semantic miscues acceptable to a paragraph or the whole text are more apt to occur at the instructional level of reading. Grammatical and semantic miscues acceptable only in the sentence or phrase in which they occur are produced more often when reading at the frustrational level. The RMI concepts are very powerful for analyzing oral reading errors made within the boundary set by IRI concepts. The concepts in these two techniques should be synthesized.

scholarly journals Development of fundamental motor skills in children of a public school in the city of Sao Paulo

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Decio Rodrigues ◽  
Eric Leal Avigo ◽  
Jose Angelo Barela
Keyword(s):  
Public School ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
First Grade ◽  
Chronological Age ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Motor Skill Development

BACKGROUND: One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. PURPOSE: The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of São Paulo city. METHOD: Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the children’s performance following the suggested criteria. RESULTS: Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. CONCLUSION: These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.

Are self-reported depressive symptoms in first-grade children developmentally transient phenomena? A further look

1993 ◽  
Vol 5 (3) ◽  
pp. 433-457 ◽  
Author(s):  
Nick Ialongo ◽  
Gail Edelsohn ◽  
Lisa Werthamer-Larsson ◽  
Lisa Crockett ◽  
Sheppard Kellam
Keyword(s):  
Elementary School ◽  
Depressive Symptoms ◽  
Prognostic Value ◽  
Adaptive Functioning ◽  
First Graders ◽  
First Grade ◽  
Fifth Grade ◽  
Moderate Increase ◽  
Transient Phenomena ◽  
Self Reports

AbstractIn light of putative developmental constraints, some have argued that prior to the middle to late elementary school years children's reports of depressive symptoms represent nothing more than transient developmental phenomena. In an earlier study of an epidemiologically defined sample of first-grade children, self-reported depressive symptoms proved relatively stable and significantly related to adaptive functioning. In the present study, we follow that cohort of first graders longitudinally and assess the prognostic value of self-reports of depressive symptoms in first grade with respect to depressive symptoms and adaptive functioning in the late elementary school years. We also assess whether or not children's reports of depressive symptoms demonstrate greater stability and are more highly associated with adaptive functioning in the middle to late elementary school years. First-grade depressive symptoms were found to have significant prognostic value in terms of levels of depressive symptoms and adaptive functioning in fifth grade, with the strength of prediction varying by gender in the former. Although there was a moderate increase in short-term stability from first to fifth grade, it remained consistently strong across first, fourth, and fifth grades. The magnitude of the relationship between depressive symptoms and adaptive functioning also remained consistent over time. These findings on stability, caseness, and prognostic power attest to the significance of children's self-reports of depressive symptoms in the early as well as the middle to late elementary school years.

Arithmetic concepts in first grade

1962 ◽  
Vol 9 (2) ◽  
pp. 81-85
Author(s):  
Mary S. Stutler
Keyword(s):  
School System ◽  
First Grade ◽  
Local School ◽  
Number Concepts

What number concepts should be taught in Grade 1? Why are these concepts placed in Grade 1? What are the trends in arithmetic for Grade 1? These questions have remained in the minds of some of the teachers and the principal in the local school system when the arithmetic texts were reviewed for adoption.

Do First Graders Retain Number Concepts Learned in Kindergarten?

1947 ◽  
Vol 40 (2) ◽  
pp. 75-78
Author(s):  
Sina Mott ◽  
Mart Elizabeth Martin
Keyword(s):  
First Graders ◽  
First Grade ◽  
Laboratory School ◽  
Number Concepts ◽  
Southern Illinois ◽  
Normal University

An investigation to determine the amount of number concepts retained by children from one grade to the next was made of groups of children attending the Laboratory School of Southern Illinois Normal University. The first two groups were studied during the year of 1944-45 by Dr. Sina M. Mott. At that time, the children were enrolled in Kindergarten. The second study was made with the same children upon entering the first grade the following fall of 1945.

Girls’ Spatial Skills and Arithmetic Strategies in First Grade as Predictors of Fifth-Grade Analytical Math Reasoning

2017 ◽  
Vol 18 (5) ◽  
pp. 530-555 ◽  
Author(s):  
Beth M. Casey ◽  
Caitlin McPherran Lombardi ◽  
Amanda Pollock ◽  
Bonnie Fineman ◽  
Elizabeth Pezaris
Keyword(s):  
First Grade ◽  
Fifth Grade ◽  
Spatial Skills ◽  
Math Reasoning

scholarly journals Possibilities of endoscopic treatment of primary vesicoureteral reflux

2004 ◽  
Vol 57 (3-4) ◽  
pp. 159-163 ◽  
Author(s):  
Jan Varga ◽  
Dragana Zivkovic ◽  
Dusanka Dobanovacki ◽  
Slobodan Petrovic
Keyword(s):  
Vesicoureteral Reflux ◽  
Endoscopic Treatment ◽  
Urinary Infection ◽  
Reflux Nephropathy ◽  
First Grade ◽  
Fifth Grade ◽  
Safe Procedure ◽  
Pediatric Practice ◽  
Endoscopic Correction ◽  
Primary Vesicoureteral Reflux

Introduction Vesicoureteral reflux, urinary infection and pyelonephritic scarring represent a well known triad in pediatric practice that may lead to severe scarring of kidneys, and development of so called reflux nephropathy. Apart from standard therapeutic options (conservative treatment and surgical therapy), endoscopic correction of refluxing vesicoureteral junction has been introduced into clinical practice. Material and methods This study included endoscopically treated patients with primary vesicoureteral reflux over a 9-year period, as well as certain clinical parameters. Results Endoscopic correction of primary vesicoureteral reflux with teflon paste has been successful in up to 93.5% of patients. After one application vesicoureteral reflux disappeared in 58.8% of cases. After two applications 86.0% of ureters were cured, whereas the third application had no further effect on existing reflux. Improvement with spontaneous regression of reflux was established in 7.5% of treated ureters. Discussion Endoscopic correction should be performed in all patients with third grade vesicoureteral reflux, and in selected patients with second and fourth grade reflux. First grade reflux should be treated conservatively, and fifth grade reflux should be treated surgically. Conclusion Endoscopic treatment of primary vesicoureteral reflux is an easy, simple, fast and safe procedure that prevents regurgitation of urine from bladder to upper parts of the urinary system in most of cases.

A Brief Measure of Mathematics Symbols: Performance at Grades 1, 3, and 5

2018 ◽  
Vol 45 (4) ◽  
pp. 266-276
Author(s):  
Sarah R. Powell ◽  
Sally K. Fluhler
Keyword(s):  
Internal Consistency ◽  
Internal Consistency Reliability ◽  
First Grade ◽  
Fifth Grade ◽  
Elementary Grades ◽  
Grade Levels ◽  
Brief Assessment

To understand mathematics, children must interpret mathematics symbols. In this study, we designed a brief assessment of mathematics symbols for children in the elementary grades. For each of 23 symbols, children identified the symbol, provided the meaning of the symbol, and used the symbol. We assessed 297 children in Grades 1, 3, and 5. Internal consistency reliability was established across grade levels. Results indicated the overall symbol knowledge of children increased across grade levels, and children demonstrated higher scores on questions related to the identification and use of the symbol rather than explaining the meaning of the symbol. Across grades, symbol knowledge was a significant predictor of mathematics computation, although the variance accounted for was greatest in first grade and least in fifth grade.

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