GraphoGame

This chapter investigates the effectiveness of a digital reading tool, called GraphoGame, that could be employed as one of the solutions to the poor reading results of learners that have been revealed in both national and international assessments in Namibia, specifically, and Sub-Saharan Africa in general. Following a research study, this chapter sets out to demonstrate that, through pre-and post-tests, GraphoGame Afrikaans improved the initial reading skills of Grade 1 learners. The results have implications for the utilization of computer-assisted tools to support reading acquisition in the lower grades. As GraphoGame employs a scaffolded approach by presenting learners with letters and words, it can be utilized to support learners individually in classes with large numbers, as is typical in Africa.

PENGEMBANGAN MEDIA PEMBELAJARAN PUZZLE PADA MATERI MEMBACA PERMULAAN SISWA KELAS 1 SD NEGERI 77 PRABUMULIH

This study aims to: Produce reading mateirals which is validm, practical and effective, the method used is the R&D development method with the tessmer development model which consists of 2 stages, namely: the preliminary stage and the prototyping stage using a formative evaluation flow. Therefore, it can be concluded: (1) The design of puzzle learning media for the initial reading material for grade 1 students at SDN 77 Prabumulih Sumsel can be used to test its validity seen from the assessment at the self-evaluation stage, (2) Produce puzzle learning media on the beginning reading material that valid in score of 92, material expert validation obtained an average score of 98, and linguist validation obtained an average score of 95, (3) Produces puzzle learning media is effective with an average pre-test score of 54 while the average post-test score of 89

Big Book in Early Reading Learning in Lower-Class Elementary School

Problems at the initial reading stage must be overcome so that students do not have difficulty in reading. Efforts are made to overcome the problem of reading at the beginning of grade I elementary school students by using big book learning media. This research aims to know: (1) the use of the big book in reading learning begins. (2) student learning outcomes by using big books in initial reading activities in Karangpatihan 3 Elementary School. This research is qualitative research with a type of descriptive research. The study subjects were students of class I SDN 3 Karangpatihan, totaling 23 people. Data collection techniques in the form of tests and observations. The results showed an average score at the pre-tests of 75.43 and post-tests 80.65. Post-test results showed 13 students in the good category at 56.52% and 10 students in the good category with a percentage of 43.48%. Thus, it can be concluded that the use of Big Book media positively influences the ability to read the beginning in 1st-grade students in Karangpatihan 3 Elementary School.

Analisis Keterampilan Membaca Permulaan dan Berhitung pada Siswa Sekolah Dasar

This study aims to determine how the reading and numeracy skills possessed by elementary school students in grade 1 SD Kendalagung, RembangThe research approach used in this study is a qualitative approach (Qualitative Research). This research was conducted at SD Kendalagung, Rembang. The research informants were 6 grade 1 students at SD Kendalagung. Methods of data collection in this study using interviews, documentation, and field notes. The data analysis technique used is qualitative data which consists of data reduction, data presentation, and drawing conclusions.The results showed that the initial reading skills possessed by grade 1 students at SD Kendalagung were students able to voice pronunciation, students were able to understand the letters of the alphabet, students were able to read using appropriate intonation and fluency, students were able to read syllables, and students were able to understand word stops. . While the numeracy skills possessed by grade 1 SD Kendalagung students are students able to recognize numbers, students are able to sort numbers, students are able to count objects around, students are able to operate numbers (addition, subtraction, multiplication and division), and students are able to implement mathematical concepts in life daily.

PUZZLE ELEKTRONIK MONTESSORI SAND BOARD LETTER(SBL) UNTUK EDUKASI SUKU KATA BAHASA INDONESIA PADA ANAK USIA DINI

Montessori is a learning method to stimulate children to reach their potential in all fields. In the field of reading literacy, one of the initial stages is how to stimulate initial reading skills, starting with introducing letters using the syllable learning method. The stimulation process must be in a fun and non-boring way of playing exploration so that children will not feel that they are learning, especially in the current state of the COVID-19 pandemic, where the learning process becomes boring for children because it has to be done at home. just. The purpose of this study is to create a learning technology in the form of an electronic Montessori Sand Board Letter (SBL) Puzzle for Indonesian syllables that can help stimulate early childhood according to the Montessori principle in recognizing syllables. The system development method uses the System Development Life-Cycle (SDLC) method. Based on the results of functional testing using the black box method, it is stated that the entire functional system is 100% functioning according to the system design. The results of testing and validation by Montessori practitioners state that the system has been made according to Montessori rules. Based on the results of usage observations, the Montessori Sand Board Letter (SBL) electronic puzzle for 85% Indonesian syllables can stimulate children's ability to recognize Indonesian syllables

Peningkatan kemampuan membaca permulaan siswa kelas 1 SDN 01 Sengare melalui penggunaan media kartu kata

The research was designed in the form of classroom action research which was carried out in two cycles. Each cycle consists of stages of planning, implementation, observation, and reflection. Research data were collected through observation and tests at the end of each cycle. Based on the results of the research and discussion of classroom action research, it is shown that through the medium of word cards students' initial reading ability can be increased. This can be seen through the first cycle of completeness, it is known that 11 students who are declared complete with a percentage of 68.75% and students who do not complete as many as 5 people with a percentage of 31.25%; with an average score of 69.5. The percentage of completeness and the average value in the first cycle have not reached the indicators of research success so that it needs to be continued in the second cycle. The results of the second cycle showed students who completed 14 students with a classical completeness percentage of 87.5% with an average value of 90.5. In addition, student activity during the learning process also increased from 70% in the first cycle to 85% in the second cycle. From the results obtained, the researcher concluded that word card media could improve the early reading ability of 1st graders at SDN 01 Sengare.

Impact of double reading on NI-RADS diagnostic accuracy in reporting oral squamous cell carcinoma surveillance imaging – a single-center study

Objectives: The Neck Imaging Reporting and Data System (NI-RADS) is an increasingly utilized risk stratification tool for imaging surveillance after treatment for head and neck cancer. This study aims to measure the impact of supervision by subspecialized radiologists on diagnostic accuracy of NI-RADS when initial reading is performed by residents. Methods: 150 CT and MRI datasets were initially read by two trained residents, and then supervised by two subspecialized radiologists. Recurrence rates by NI-RADS category were calculated, and receiver operating characteristic (ROC) curves were plotted. After dichotomization of the NI-RADS system (category 1 vs categories 2 + 3+4 and categories 1 + 2 vs 3 + 4), sensitivity, specificity, positive and negative predictive value were calculated. Results: 26% of the reports were modified by the supervising radiologists. Area under the curve of ROC plots values of the supervision session were higher than those of the initial reading session for both the primary site (0.89 vs 0.86) and the neck (0.94 vs 0.91), but the difference was not statistically significant. For dichotomized NI-RADS category assignments, differences between the initial reading and the supervision session were statistically significant regarding specificity and PPV for the primary site (1 + 2 vs 3 + 4 and 1 vs 2 + 3+4) or even for both sites combined (1 vs 2 + 3+4). Conclusion: NI-RADS enables trained resident radiologists to report surveillance imaging in patients with treated oral squamous cell carcinoma with high discriminatory power. Additional supervision by a subspecialized head and neck radiologist particularly improves specificity of radiological reports.

PRINCIPLES FOR HOW WE TREAT EACH OTHER: EQUITABLE CONVERSATIONS IN OUR EDUCATIONAL AND PERSONAL SPACES

Educators have the unique opportunity to promote equity, change, and social justice ideals to an entire generation. Through daily lessons, classroom norms, and beliefs, classroom teachers can disrupt inequity among students. The Peace and Justice Institute (PJI) at Valencia College has worked with approximately 140 educators through the week-long PJI Teachers Academy over the past three years. This workshop explores the basis of the PJI philosophy, the Principles for How We Treat Each Other: Our Practice of Respect and Community Building (PJI Principles), and discusses social justice practices and norms that research indicates support equity and inclusion in the classroom. This workshop will begin with a brief introduction to the Peace and Justice Institute and the presenter backgrounds. Research has indicated that the practice of reading the PJI Principles aloud, discussing them with members of the community, and focusing on application impacts the way we communicate with each other in our personal and professional spaces. In this session participants will read the PJI Principles aloud, hearing the voices of their online community as they discuss the implications of a standard set of norms. Following the initial reading, the presenters will dive deeper into three of the principles, working with participants to explore practical applications of the PJI Principles. With the understanding that social change towards equity and justice can begin with teachers and their classrooms, this workshop will conclude with research regarding personal and professional change related to the PJI Principles. This presentation is open to all participants.

Multisensory’s Approach to Stimulate Child Early Literacy Ability

This research is a literature study that aims to stimulate early literacy in early childhood through a multisensory approach. This research is a descriptive qualitative type using literature study, with a background of low initial reading skills, the concern that parents are concerned about their children who cannot read when they enter elementary school, and the development of a literacy culture. In this literature study research, researchers used various written sources such as articles and documents relevant to this research. In this study’s literature study, there was an increase in literacy, both from preface reading and initial writing, with a multisensory approach—the results of several studies that a multisensory approach can improve early reading and writing for early childhood.