Arithmetic for First Graders Lacking Number Concepts

2008 ◽  
Vol 14 (7) ◽  
pp. 389-394
Author(s):  
Constance Kamii ◽  
Judith Rummelsburg
Keyword(s):  
Title I ◽  
First Graders ◽  
Number Concepts ◽  
Title I School ◽  
School Year ◽  
One Year

Among the first graders who came to our Title-I school one year, we found twenty-six children who had no understanding of number concepts. In the assessment at the beginning of the school year, these children could not conserve number with eight counters. They could count out four chips, but when we hid some of the chips and asked, “How many am I hiding?” the children gave random answers, such as, “Ten.” Our challenge was that we were required by law to teach an hour of arithmetic to these children every day despite the fact that they had not yet developed an understanding of number concepts.

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

Teacher Migration: Extension and Application of the Population Ecology Model to Explore Teacher Transfers in a Reform Environment

2016 ◽  
Vol 49 (5) ◽  
pp. 459-485
Author(s):  
Craig Hochbein ◽  
Bradley Carpenter
Keyword(s):  
School District ◽  
School Improvement ◽  
Title I ◽  
Population Ecology ◽  
Teacher Selection ◽  
Replacement Policy ◽  
School Improvement Grant ◽  
Title I School ◽  
Teacher Migration ◽  
And Migration

This article assesses the association between the Title I School Improvement Grant (SIG) program’s personnel replacement policy and teacher employment patterns within an urban school district. Hannan and Freeman’s population ecology model allowed the authors to consider schools within districts as individual organizations nested within a larger organization. The data are drawn from employment records of 2,470 teachers who worked in 19 high schools in a single school district from 2006 to 2011. The personnel replacement policy of the Title I SIG program appears to have reinforced, and in some cases intensified, existing patterns of teacher selection, retention, and migration.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

scholarly journals Syntactical Development on Second Language Writing: A Case of L2 Child Learner on Immersion Experience Abroad

2020 ◽  
Vol 4 (2) ◽  
pp. 245
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Prepositional Phrases ◽  
School Year ◽  
Immersion Experience ◽  
L2 Speaking ◽  
Language Writing ◽  
Morphological Processes ◽  
One Year

Development of child language is tremendously complex, remarkable and wondrous. In a second language acquisition context, a child can acquire his second language in either acquiring both languages at the same time or learning the second language after mastering the first one. This present research is concerned to describe the syntactical development particularly for second language writing of an eight-year old child who has experienced immersion abroad for one year in L2-speaking country. The participant is an eight-year old child from Jakarta Indonesia who has experienced immersion environment in Australia for one year. The research will be carried out qualitative naturalistic research design. Not less than 38 documents of participant’s paperwork during her school year were then collected, grouped and analysed. From the findings, it is known that morphological processes on L2 such as affixes and verb changes have emerged. Meanwhile, the findings also show the development on morphemic, phrasal and sentential level on acquiring L2. Some morphemes have been acquired such as the suffix, the changing of verb, the -ing form. Moreover, post-noun prepositional phrases are the most emerged phrases. On sentential level, active declarative sentences are the most frequently appeared. However, some errors and inconsistency also occur indicating the development of her second language.

scholarly journals Montessori Education and a Neighborhood School

2020 ◽  
Vol 6 (1) ◽  
pp. 1-18
Author(s):  
Mary D Burbank ◽  
Melissa M. Goldsmith ◽  
Jennifer Spikner ◽  
Koeun Park
Keyword(s):  
Early Childhood ◽  
Title I ◽  
Educational Experiences ◽  
Title I School ◽  
Underserved Students ◽  
Montessori Education ◽  
Neighborhood School ◽  
Grade 3 ◽  
Project Data ◽  
The Impact

Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

Teaching as Literacy

2013 ◽  
pp. 118-133
Author(s):  
Krista Steinke ◽  
Valerie C. Bryan
Keyword(s):  
Teacher Education ◽  
Title I ◽  
Teacher Attrition ◽  
Recent Literature ◽  
Meta Analysis ◽  
Title I Schools ◽  
High Poverty ◽  
Title I School ◽  
Pedagogy Of The Oppressed

This chapter is a qualitative meta-analysis that discusses the growing trend of teacher attrition in Title I schools. Recent literature on teacher attrition was reviewed and analyzed in combination with literacy theories. This study describes teaching as a form of literacy that the teacher must learn and is based primarily on Gee’s (1989) ideas of discourse acquisition, Freire’s (1993) Pedagogy of the Oppressed, and Delpit’s (1995) The Politics of Teaching a Literate Discourse. The researchers explain, through the lens of literacy theories, how viewing teaching as a form of literacy can help us to understand the problem of attrition. Analyzing the problems faced by these teachers through these theories can provide individuals in the field of education with the means for understanding the challenges that often prevent well-meaning and talented teachers from becoming successful in the high-poverty setting. This study has the potential to bring to light the problem of teacher attrition in Title I schools throughout the nation and promote improvements in teacher education to better prepare upcoming teachers for the challenges that they will face in the Title I school.

Universal Screening in Mathematics for Spanish Students in First Grade

2020 ◽  
pp. 073194872090327
Author(s):  
Sara C. de León ◽  
Juan E. Jiménez ◽  
Eduardo García ◽  
Nuria Gutiérrez ◽  
Verónica Gil
Keyword(s):  
First Graders ◽  
Mathematics Learning ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Receiver Operating Curve ◽  
Composite Measure ◽  
Single Digit ◽  
Risk Status ◽  
School Year ◽  
Receiver Operating Curve Analysis

The main purpose of this study was to validate the curriculum-based measure Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five measures (i.e., quantity discrimination, multi-digit computation, missing number, single-digit computation, and place value), which were analyzed as single measures and as part of a composite measure. In this study, 176 first graders were administered the curriculum-based measurement IPAM at the beginning, middle, and end of the school year. The results showed that the composite measure of the IPAM was the best indicator of risk status. Reliability and concurrent and predictive validity results were adequate. Furthermore, receiver operating curve analysis and hierarchical linear model supported the capacity of the IPAM to correctly identify students’ risk status and growth rate during first grade.

Teaching Basic Concepts with Slides

1977 ◽  
Vol 25 (1) ◽  
pp. 47-48
Author(s):  
Stephanie Salem Gibson
Keyword(s):  
Title I ◽  
First Graders ◽  
Teaching Experience ◽  
Teaching Aids ◽  
Basic Concepts

Teaching grades one through three in a Title I mathematics laboratory sett ing posed problems and situations that I had not encountered in my previous teaching experience. Specifically, I found that I was unable to teach my first graders some of the most basic concepts, even though I had access to a multitude of manipulative materials and teaching aids. It was immediately evident that a nontextbook approach was required and that certain prenumber concepts had to be mastered before I could expect my students to recognize numerals and count rationally.

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