scholarly journals Colored Overlays: An Intervention Tool in Reading for the Grade Two Learners of Bongbongon Elementary School – Division of Cagayan de Oro City, Philippines

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Tiffany Ivana J. Geonzon
Keyword(s):  
Academic Success ◽  
Reading Difficulties ◽  
Reading Rate ◽  
School Division ◽  
Colored Overlays ◽  
Wide Range ◽  
Instructional Level ◽  
Time Reading ◽  
Experimental Group ◽  
Class Teacher

  Reading is a foundation skill that plays a major role in a child’s academic success. It is also an ability that unlocks the door of learning and success. At the same time, reading can be very challenging, especially when the materials are unfamiliar, technical, and complex. The researcher thought of a material that could alleviate reading difficulties particularly the reading rate of the learners. This material is called Color Overlays. It is a type of tinted filter and is a plastic reading sheet tinted with color and placed over text to eliminate a wide range of reading difficulties such as low reading rate, accuracy, and comprehension. This research investigated the effects of Irlen’s Colored Overlays on reading rate as an intervention tool for the Grade Two Instructional Level of learners, with a class teacher initiating the study and a teacher-librarian conducting the assessment. All of the 52 learners were screened with a vision test. They were grouped into two wherein only the experimental group used the color overlays as their intervention. The result of the study implies that with or without the intervention, the reading rate of the learners is expected to increase. Therefore, color overlays made a difference in improving the reading rate of the learners.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

The effect of formula t-shirt method for scientists taught in science lessons in secondary schools on academic success

2020 ◽  
Vol 8 (S3) ◽  
pp. 1-10
Author(s):  
Burhan Karasu ◽  
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Item Analysis ◽  
Achievement Test ◽  
Test Results ◽  
Future Studies ◽  
Learning Techniques ◽  
Post Test ◽  
Research Findings ◽  
Experimental Group

The aim of this research is to investigate whether there is a meaningful difference in the academic success, between the students who are applied the "formula t-shirt method" (experimental group) and the students who are not (in other classes of the school), in the education for the scientists wanted to be taught in the secondary school 5th, 6th and 7th grade science textbooks. Semi-experimental method was used as research method. In the 6th grade, 27 students participated in this study as experimental group (students wearing t-shirts) and 49 students in the other classes of the school that did not participate in the study. Academic achievement test including pre-test and post-test, informative observations, students’ and teacher’s interviews as well as 20 printed t-shirts were used to collect data. The pilot study of the developed achievement test was applied in another school and also the item analysis of it was performed. According to the research findings, when the experimental group’s success post-test results from the application performed, were examined in line with the interviews, significant differences were observed. It was seen that the subjects aimed to be gained with the formula t-shirt method, were adopted by the students and also increased their success. Looking at the results of the research, thanks to wearing the t-shirts prepared by using the human body on the background, and the reconciliation of the students wearing with the scientists on t-shirts, the desired learning was provided. This also contributed to such learning techniques as peer learning, active learning, social learning in terms of visuality and integrity. It is thought that these materials developed with the formula t-shirt method, will also inspire researchers for future studies in terms of their usability in other fields and subjects

Issues and Applications of Sensory Integration Theory and Treatment With Children With Language Disorders

1999 ◽  
Vol 30 (4) ◽  
pp. 383-392 ◽  
Author(s):  
Daria M. Mauer
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Sensory Integration ◽  
Language Disorders ◽  
Integration Theory ◽  
School Settings ◽  
Wide Range

Sensory integration (SI) intervention is used with children with a wide range of learning and developmental challenges. Research both supports and questions the constructs of SI and the efficacy of SI intervention. Therefore, the purpose of this article is to facilitate an understanding of SI theory and intervention; delineate strategies that can enhance language, learning, and academic success for students; and provide suggestions for ways to contribute to our knowledge through further research in school settings.

Pilot evaluation of a partner-supported online reading intervention for Grade 3–6 children

2021 ◽  
pp. 026565902198940
Author(s):  
Jessica Dean ◽  
Michelle Pascoe ◽  
Jane le Roux
Keyword(s):  
Prospective Study ◽  
Retrospective Analysis ◽  
Reading Intervention ◽  
Reading Difficulties ◽  
Reading Rate ◽  
Control Groups ◽  
Reading Accuracy ◽  
Significant Difference ◽  
Reading Partners ◽  
And Control

Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for South African children with reading difficulties. Objectives were to qualitatively describe participants’ experience of the intervention, and quantitatively evaluate changes in reading accuracy, rate, comprehension and receptive vocabulary after intervention. Two studies were conducted: (1) A retrospective analysis using data from intervention in mainstream Cape Town schools with peers as reading partners; (2) A prospective study in a Cape Town school with special needs educational provision where speech-language therapists served as reading partners. Both studies used matched participant, pre/post intervention designs. A total of 40 children in grades 3 to 6 participated. In each study the intervention group ( n = 20) received intervention 3 times per week (30 minutes per session) for 10 weeks, while the control group ( n = 20) continued with regular school activities. Participants enjoyed the ICT-based intervention, valued the role of the reading partners, believed they had made literacy gains, and reported positive attitudinal and behavioural changes related to reading. Retrospective analysis revealed no statistically significant differences between intervention and control groups. The prospective study found a statistically significant difference between the intervention and control groups’ gains on one measure of reading rate, but no significant difference in reading accuracy, vocabulary or reading comprehension gains. The study provides a preliminary description of one ICT-based reading intervention. Although an intervention effect could not be demonstrated, the changes noted in reading rate together with qualitative findings suggest a need for further research.

scholarly journals Analysis Of The Influence Of Alcohol-Induced Stress On The Quantitative And Qualitative Composition Of Amino Acids Related To S-Adenosylmethionine And Glutathione Transformations

2021 ◽  
Vol 5 (4) ◽  
pp. 977-983
Author(s):  
Petro Fedyshyn ◽  
Oleh Smirnov ◽  
Liliia Kalachniuk
Keyword(s):  
Oxidative Stress ◽  
Amino Acids ◽  
Antioxidant Systems ◽  
Qualitative Composition ◽  
Recovery Cycle ◽  
Induced Stress ◽  
Wide Range ◽  
Effective Development ◽  
Antioxidant Mechanisms ◽  
Experimental Group

Studies of preparations that decrease oxidative stress and, as a consequence, that can prevent or reduce the development of alcoholic liver disease are relevant. A wide range of drugs, the bioprotective effect of which is studied, in its action is associated with natural antioxidant systems. Therefore, the study of the features of these systems is necessary for the effective development of bio protectors. The aim is to analyze changes in the quantitative and qualitative composition of amino acids involved in antioxidant mechanisms in the presence of alcohol-induced stress in rats. In the presence of alcohol-induced oxidative stress, there are changes in the quantitative and qualitative composition of amino acids (methionine, serine, taurine), which are involved in the mechanisms of antioxidant protection - cycles of S-adenosylmethionine and glutathione. A slight increase in methionine levels in the blood serum of animals of the experimental group and disruption of the recovery cycle of methionine under alcohol-induced oxidative stress are arguments for the ineffectiveness of S-adenosylmethionine as a bioprotective substance. The same decrease in the level of serine (by 15%) and taurine (by 13%), and analysis of literature data, may be indicate the "secondary" nature of glutathione as an antioxidant compared to taurine.

scholarly journals Observation on the Effect of Local Flap Transfer and Sclera Transplantation in Repairing Skin Defect after Eyelid Tumor Operation

2020 ◽  
Vol 4 (1) ◽  
pp. 28-31
Author(s):  
Ying-Hui Ma ◽  
Gang Liu ◽  
Jie Yang
Keyword(s):  
Skin Flap ◽  
Tumor Resection ◽  
Local Flap ◽  
Control Group ◽  
Skin Defect ◽  
Local Skin ◽  
Eyelid Tumor ◽  
Flap Transfer ◽  
Wide Range ◽  
Experimental Group

Introduction: Eyelid tumor refers to the primary eyelid skin and accessory tumors, which not only affects the appearance and vision, and even local infiltration and distant metastasis, thereby threatening life. Surgical resection is the most important and effective treatment, but tumor resection often leads to a wide range of eyelid defects, significantly affecting the shape and function of the eyelid. Therefore, the eyelid defect must be repaired after resection to achieve the purpose of aesthetic appearance and protection of the eyeball. The objective of the study was to analyze the clinical results of local flap transfer and scleral transplantation in repairing skin defect after eyelid tumor operation. Methods: Forty patients with postoperative skin defects of eyelid tumors admitted from December 2008 to December 2018 were taken for analysis and divided into two groups, 20 cases in each group. The control group underwent autologous lip mucous membrane transfer and nearby skin flap, while the experimental group received local skin flap rotation and scleral allograft repair. The clinical effect of repair of the two groups were compared. Results: In the experimental group, the effect of clinical repairs were better, the difference of height of palpebralfissure and the length of palpebral fissure were compared with the control group, which showed statistical significance favoring the experimental group. Conclusion: Local flap transfer and scleral transplantation has better clinical outcome to repair the skin defect after operation of eyelid tumor.

scholarly journals The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science

2019 ◽  
Vol 28 (5) ◽  
pp. 441-449 ◽  
Author(s):  
Frederick J. Morrison ◽  
Matthew H. Kim ◽  
Carol M. Connor ◽  
Jennie K. Grammer
Keyword(s):  
Academic Success ◽  
Formal Schooling ◽  
Life Outcomes ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Developmental Science ◽  
Wide Range ◽  
Causal Impact ◽  
Children's Development ◽  
Children’S Development

Entry into formal schooling is a signature developmental milestone for young children and their families and represents an important period of cognitive, social, and emotional development. Until recently, few researchers have attempted to isolate the unique impact of schooling on children’s developmental and academic outcomes. The application of quasiexperimental methods has provided researchers with the tools to examine when and how schooling shapes children’s development. In this article, we summarize three main insights from this work: (a) Schooling produces major, unique changes in children’s growth across a wide range of psychological processes important for learning; (b) the effects of schooling are not universal across all domains; and (c) schooling impacts cognitive processes that are not explicitly taught. We also propose that a deeper look at classroom instruction and brain development can expand our understanding of how schooling influences academic success and positive life outcomes and provide a model for developmental science more broadly.

The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties

2016 ◽  
Vol 50 (1) ◽  
pp. 34-48 ◽  
Author(s):  
Thérèse M. Chevalier ◽  
Rauno Parrila ◽  
Krista C. Ritchie ◽  
S. Hélène Deacon
Keyword(s):  
Academic Success ◽  
University Students ◽  
Learning Strategies ◽  
Reading Strategies ◽  
Reading Difficulties ◽  
Strategy Use ◽  
History Of Reading ◽  
Frequency Of Use ◽  
History Of ◽  
Metacognitive Reading Strategies

We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed.

A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project

1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Elementary School ◽  
Academic Success ◽  
Achievement Gap ◽  
Control Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Integration Project ◽  
Experimental Group

An integration project initiated at the Gush Etzion Regional Elementary School in Israel at the beginning of the 1984/85 school year has now been running for six years. In the program ethnically Oriental pupils from a lower achievement-oriented environment and lower socioeconomic status were assigned to integrated classrooms together with higher achievement-oriented and higher socioeconomic-status students of Western ethnic background. A number of interventions designed to promote improved academic achievement were implemented at the school. Analysis indicated that pupils of lower socioeconomic status assigned to the experimental group achieved significantly higher reading scores than pupils of lower socioeconomic status in the control group attending a nonintegrated school. However, pupils of higher socioeconomic status studying in the integrated school and belonging to a comparison group achieved higher scores on the research instrument than members of either the experimental or the control groups despite the interventions undertaken to close the achievement gap. It appears that, although the interventions undertaken contributed to academic success of the experimental group subjects, they did not go all the way towards closing the achievement gap between lower and higher socioeconomic-status pupils.

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