Reinventing Scrabble with Middle School Students

1999 ◽  
Vol 5 (4) ◽  
pp. 210-213
Author(s):  
Robert J. Quinn ◽  
Lynda R. Wiest
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
English Language ◽  
Statistical Analyses ◽  
School Students ◽  
Mathematics Skills ◽  
Word Game ◽  
And Linguistics

Which letters of the alphabet occur most often in the English language? Which occur least often? The answers to these questions are essential to code breakers as they attempt to crack complex ciphers (Rosen 1988). This information can also help students understand the structure of language and form strategies when playing word games. The word game described in this article offers a context for integrating mathematics and linguistics and performing statistical analyses. Middle school students enjoy games that allow them to improve their mathematics skills in nonthreatening settings (Braxton et al. 1995). Further, games provide an opportunity for students to work cooperatively and use problemsolving skills (Leonard and Tracy 1993).

scholarly journals Teaching reading skills in English tothe middle school students (A2 level)

2020 ◽  
Vol 80 (4) ◽  
pp. 42-47
Author(s):  
G. Khamitova ◽  
◽  
B. Yermanova ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Language Proficiency ◽  
English Language ◽  
Reading Skills ◽  
Popular Science ◽  
Thinking Skills ◽  
Teaching Reading ◽  
School Students ◽  
Text Presentation

Main problem: The article examines the issues concerning teaching reading skills to the middle school students according to the updated program. Purpose: The article analyses the course book “Excel” for 7th grade students on teaching reading skills. Methods: The criteria of analyzing the course book contain the forms of text presentation, types and situations modeled by the text, compliance with the level of English proficiency, age of students, information content, and accessibility. It also includes assessment of course book texts for the development of reading for general understanding of information (skimming), for identifying details (scanning) and reading with full comprehension, as well as for the different types of tasks for reading. Results and their significance: The texts in the course book correspond to the age characteristics of adolescents, the level of English language proficiency (A2) and are developed according to the standard curriculum.The most popular forms of text presentation are popular science texts and information about public events. The situations in the texts are dominated by educational, most of all the mixed type of text prevailed. There is a balance for the types of tasks developing reading for general understanding and reading for identifying details which leads to the development of functional reading literacy. The types of reading tasks used are quite diverse and contribute the development of communicative skills (pair work, group work, etc.). The misbalance of tasks on developing low order and high order thinking skills can be solved through adding some tasks developing HOTS.

The Role of Multimedia in Developing Middle School Students' Reading Comprehension and Creative Thinking Skills

2021 ◽  
Vol 11 (4) ◽  
pp. 20-32
Author(s):  
Hanaa Mohamed Mohamed Nada
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Creative Thinking ◽  
English Language ◽  
Teaching Method ◽  
Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This research examined the effect of multimedia on developing reading comprehension and creative thinking skills of English language among second year middle school students. Forty participants were randomly selected from Hala Middle School, Dakahlia Governorate, Egypt in the academic year 2019-2020. This study was conducted according to the pre-test- and post-test-based two group quasi-experimental model. Therefore, the participants were randomly divided into two groups (20 each). One group was selected as experimental group and the other as control group. The experimental group was taught using the multimedia while the control group received regular teaching. According to the results, the students supported by the multimedia were more successful than students supported only by traditional teaching method. Therefore, the multimedia positively affected developing reading comprehension and creative thinking skills among EFL students. Finally, the use of the multimedia increased the students' motivation in learning EFL.

scholarly journals Lis tening Anxiety in EFL Learning Taking “Middle School Students” As an Example

2017 ◽  
Vol 5 (1) ◽  
pp. 20-27
Author(s):  
Junying Zhang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Language Learning ◽  
English Language ◽  
Poor Performance ◽  
English Language Learning ◽  
School Students ◽  
Listening Anxiety ◽  
New Findings ◽  
To Come

Among the fundamental skills of English language learning such as listening, speaking, reading and writing, noticeably, listening is regarded as the most important part by Second Language researchers. This thesis will mainly reports the new findings of a survey on middle school student’s anxiety in English listening. The new findings of this survey indicate that importance should be attached to the possibility and potential besides students poor performance when English teachers attempt to come up withcountermeasures on reducing English listening anxiety and assist students listen more effectively.

scholarly journals The effects of the interaction between the type of Visual Cue and its display style via digital mobile content on the development of immediate and delayed cognitive achievement among middle school students in the English language curriculum: أثر التفاعل بين نمط التلميح البصري وأسلوب عرضه عبر المحتوى الرقمي النقال في تنمية التحصيل المعرفي الفوري والمؤجل لدى طلاب المرحلة المتوسطة بمنهج اللغة الإنجليزية

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Taher Ali Awwaf, Ashraf Ahmed Zaidan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Visual Cues ◽  
English Language ◽  
Achievement Test ◽  
Cognitive Achievement ◽  
School Students ◽  
Flexible Display ◽  
Visual Cue ◽  
Language Curriculum

This study investigated the effect of the interaction between the type of visual cue (Color vs. Bordering cue) and its display style (Fixed vs. Flexible display) via digital mobile content on the development of immediate and delayed cognitive achievement among middle school students in the English Language curriculum, The study tool used achievement test and the sample consisted of 60 first intermediate school students in Jazan, divided into four experimental treatments according to the experimental design of the research. After designing an appropriate digital mobile content program; Immediate and delayed achievement test was applied. Two-Way ANOVA are used. The results indicated as follows; • There were no statistically significant differences between experimental groups exposed to the type of visual cue (Color vs. Bordering) on the immediate and delayed cognitive achievement regardless of the visual cues' display style used. • There were statistically significant differences in related to the effect of visual cues' display style (Fixed vs. Flexible) in favor of the experimental groups, which was exposed to a flexible display style on the immediate and delayed cognitive achievement regardless of the type of visual cue used. • The results also indicated no significant impact of the interaction between to the type of visual cue and its display style on the immediate and delayed cognitive achievement.

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students

Longitudinal Effects of School Climate on Middle School Students' Development

2014 ◽  
Author(s):  
Jennifer L. Engelland ◽  
Renee M. Tobin ◽  
Adena B. Meyers ◽  
Brenda J. Huber ◽  
W. Joel Schneider ◽  
...  
Keyword(s):  
Middle School ◽  
School Climate ◽  
Middle School Students ◽  
School Students ◽  
Longitudinal Effects

Perceived Social Support and Middle School Students' School Adjustment

2009 ◽  
Author(s):  
Ji-Geun Kim ◽  
Yejin Lee ◽  
Bo-Ra Song ◽  
Hyunah Lee ◽  
Jung Eun Hwang
Keyword(s):  
Social Support ◽  
Middle School ◽  
Middle School Students ◽  
Perceived Social Support ◽  
School Adjustment ◽  
School Students
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