Starting off the School Year with Opportunities for All: Supporting First Graders' Development of Number Sense

2002 ◽  
Vol 9 (1) ◽  
pp. 26-31
Author(s):  
Joy W. Whitenack ◽  
Nancy Knipping ◽  
Jenine Loesing ◽  
Ok-Kyeong Kim ◽  
Abby Beetsma
Keyword(s):  
Number Sense ◽  
First Graders ◽  
First Grade ◽  
Learning Opportunities ◽  
Classroom Teachers ◽  
School Year ◽  
Grade Teacher

One of the most pressing issues for classroom teachers is how to facilitate learning opportunities for all their students, especially at the beginning of each school year. Teachers are faced with new children, who have unique backgrounds and who bring different understandings to the classroom. Ms. Lee, a first-grade teacher, faced this challenge head on as she began implementing material on number sense in the first month of the school year with her twenty-one students.

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.

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.

scholarly journals The Teacher, the Author, and the Text: Variations in form and Content of Writing Conferences

1992 ◽  
Vol 24 (1) ◽  
pp. 51-82 ◽  
Author(s):  
Sarah J. McCarthey
Keyword(s):  
First Grade ◽  
College Writing ◽  
Writing Conferences ◽  
Teachers College ◽  
Classroom Norms ◽  
Writing Conference ◽  
Writing Project ◽  
School Year ◽  
Grade Teacher ◽  
Changing Practices

This study investigated the changing practices of two teachers in conducting writing conferences with elementary students. Drawing from observational data of conferences and interview data with the teachers, the paper presents the cases of Erica, a fifth-grade teacher, and Emily, a first-grade teacher, as they incorporated the Teachers College Writing Project philosophy in their teaching. Erica's conferences at the beginning of the school year reflected her technical orientation toward writing as she focused on mechanics. At the end of the year, Erica's conferences with students focused much more on ideas, reflecting her changing orientation towards students taking more control of their writing. Like Erica's conferences, the content of Emily's conferences shifted from an emphasis upon logistics and mechanics to focusing on students' ideas. In contrast to Erica, however, Emily provided complete support to students initially and moved towards providing more intervention in the writing of students at the end of the year. The study provides contrasting examples of two teachers learning to alter classroom norms and responding to students in authentic ways. It also suggests the possibilities of teachers changing their roles within the writing conference.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

scholarly journals Peers Influence Mathematics Strategy Use in Early Elementary School

2016 ◽  
Vol 5 (1) ◽  
pp. 27 ◽  
Author(s):  
Martha Carr ◽  
Nicole Barned ◽  
Beryl Otumfuor
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
First Graders ◽  
Peer Group ◽  
Cognitive Strategies ◽  
First Grade ◽  
Strategy Use ◽  
Performance Goals ◽  
School Year ◽  
The Impact

<p>This study examined the impact of performance goals on arithmetic strategy use in first graders, and also how same-sex peer groups contributed to the selection of strategies used by elementary school children. It was hypothesized that early emerging gender differences in strategy use, with boys preferring retrieval and cognitive strategies and girls preferring to use manipulatives, are a function of performance goals and peer group valuing of strategies. Using a sample of 75 first grade students, data were collected at three different time-points throughout the school year. Hierarchical linear regression and repeated measures ANCOVAs indicated that performance goals predicted an increase in the use of retrieval and cognitive strategies, but only in boys. Accuracy in performance and an increased use of retrieval and cognitive strategies were found in all-boy groups, but this effect was not found in all-girl groups. The study identifies performance goals and peers as playing a persuasive role in the use of retrieval and cognitive strategies for boys.  Neither variable seems to explain girls’ preference for manipulative-based strategies. </p>

A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura

2019 ◽  
Vol 57 (5) ◽  
pp. 1995-2020
Author(s):  
Geoffrey D. Borman ◽  
Trisha H. Borman ◽  
So Jung Park ◽  
Scott Houghton
Keyword(s):  
Randomized Controlled Trial ◽  
First Graders ◽  
Controlled Trial ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Literacy Skills ◽  
Randomized Controlled ◽  
Literacy Outcomes ◽  
School Year ◽  
Descubriendo La Lectura

We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically significant effects of student-level assignment to DLL on all 9 outcomes evaluated. Impacts were as large as 1.24 standard deviations, or a learning advantage relative to controls exceeding a full school year of achievement growth. The mean effect size of d = 0.66 across the nine literacy measures is equal to approximately two thirds of the overall literacy growth that occurs across the first-grade year.

scholarly journals The role of textbook quality in first graders’ ability to solve quantitative comparisons: a multilevel analysis

ZDM ◽  
2021 ◽  
Author(s):  
Henning Sievert ◽  
Ann-Katrin van den Ham ◽  
Aiso Heinze
Keyword(s):  
First Graders ◽  
Instructional Quality ◽  
Secondary Analysis ◽  
Learning Opportunities ◽  
Quantitative Comparison ◽  
Significant Relation ◽  
Elementary School Mathematics ◽  
School Year ◽  
Different Types

AbstractStudents need to create mental models for different types of addition and subtraction situations in order to develop a broad and viable understanding of these operations. Although most students succeed when changing or combining sets, situations that demand a quantitative comparison of sets seem considerably more difficult in the first school year. Textbooks represent the most important learning resource for elementary school mathematics teachers. However, research on their impact on students’ knowledge is limited. Hence, we examined textbooks’ role in students’ ability to model quantitative comparisons by analyzing the learning opportunities presented by four German textbooks for Grade 1 and by conducting a secondary analysis of a dataset based on 1513 students from 84 classes that used one of these textbooks. The results revealed differences in the textbooks’ topic-specific instructional quality as well as a significant relation between this quality and student achievement in quantitative comparisons.

scholarly journals A Longitudinal Study of the Development of Automatic Recognition Skills in First Graders

1981 ◽  
Vol 13 (1) ◽  
pp. 57-74 ◽  
Author(s):  
Keith E. Stanovich ◽  
Anne E. Cunningham ◽  
Richard F. West
Keyword(s):  
High Frequency ◽  
First Graders ◽  
Low Frequency ◽  
First Grade ◽  
Testing Period ◽  
School Year ◽  
The Subject ◽  
The Relationship ◽  
Speed And Accuracy ◽  
High Frequency Words

Experiment 1 was a study in which three times during the school year (in September, February, and April) first graders performed a discrete-trial Stroop task in which they named the colors of stimuli that were either letters, high-frequency words, or low-frequency words. The amount of interference caused by these stimuli was assessed by comparing the naming times to a control condition where the subject named a series of X's. In each testing period the interference caused by letters exceeded that caused by high-frequency words. There was also a nonsignificant tendency for interference caused by high-frequency words to exceed that caused by low-frequency words. There was a marked increase in interference between September and February, but very little change between February and April, indicating that the automaticity function had already flattened out by the end of first grade. There was a tendency for better readers to display more interference and to show interference earlier in the year. Experiment 2 replicated the developmental trends displayed in Experiment 1 and explored the relationship between interference and the speed and accuracy with which subjects named the stimuli. The overall pattern of results in the two experiments was reasonably consistent with the automaticity model of reading developed by LaBerge and Samuels (1974).

scholarly journals Reading and Writing The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

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