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1
Tancock, Susan M. „Classroom Teachers and Reading Specialists Examine their Chapter 1 Reading Programs“. Journal of Reading Behavior 27, Nr. 3 (September 1995): 315–35. http://dx.doi.org/10.1080/10862969509547886.
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Classroom teachers and reading specialists in two Midwestern elementary schools were interviewed to elicit evaluations of their Chapter 1 reading programs. Ethnographic interviews were conducted with three reading specialists and 27 classroom teachers who had children involved in the Chapter 1 programs in the two schools. Constant comparative data analysis was conducted with the transcribed interview data, and prominent themes emerged concerning the coherence and coordination that existed between specialists and classroom teachers. The results showed that specialists constructed their roles differently with each classroom teacher with whom they worked. Secondly, there was a lack of joint planning that occurred between the two groups of teachers. Third, specialists and classroom teachers had varied definitions of Chapter 1 program impact which reflected different goals of the two reading programs. Finally, different philosophies regarding the reading process were held by the two kinds of teachers in these schools. These findings suggest that all teachers who are responsible for the instruction of at-risk students must be given time and encouragement to communicate and coordinate their programs to meet the needs of the children in their schools.
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Lee, Ji-Young. „Analysis about Elementary school teachers' experience of reading education practice“. JOURNAL OF READING RESEARCH 43 (31.05.2017): 125–55. http://dx.doi.org/10.17095/jrr.2017.43.5.
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Kim, Koomi, Cheongsook Chin und Yetta Goodman. „Revaluing the reading process of adult ESL/EFL learners through critical dialogues“. Colombian Applied Linguistics Journal, Nr. 6 (08.06.2011): 42. http://dx.doi.org/10.14483/22487085.106.
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The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA) and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.
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Goldman, Renitta, Gary L. Sapp und Ann Shumate Foster. „Reading Achievement by Learning Disabled Students in Resource and Regular Classes“. Perceptual and Motor Skills 86, Nr. 1 (Februar 1998): 192–94. http://dx.doi.org/10.2466/pms.1998.86.1.192.
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K–TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource settings and six teachers in regular settings. K–TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 × 2 repeated-measures analysis of variance, were not significantly different.
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Schmidt, Renita, Mary M. Jacobs und Heidi Meyer. „Sociopolitical testing discourses in elementary teachers’ talk about reading assessment“. English Teaching: Practice & Critique 16, Nr. 3 (04.12.2017): 391–406. http://dx.doi.org/10.1108/etpc-05-2017-0066.
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Purpose The purpose of this work is to describe the current sociopolitical context and complex consequences surrounding elementary literacy education in one Midwestern US state and consider how power works through language. Design/methodology/approach Using qualitative methods and critical discourse analysis as a theory and method, surveys and interview data from teachers, administrators and parents, policy documents and other artifacts were analyzed and described to explain the sociopolitical climate. Findings Using Fairclough (2015) and Gee’s (2015) tools, the authors identified the discourses of deficiency, efficiency and gatekeeping in the data. Foucault’s ideas about governmentality and regimes of truth are used to explain the ways teachers took up the policies and resisted them. Research limitations/implications The authors argue that a new testing regime is on the move, and more unity and critique by elementary and secondary teachers and administrators will be important for restoring and sustaining quality literacy instruction and decision-making in all classrooms. Practical implications Continued research is needed to understand how particular reading assessments exacerbate and perpetuate the ranking and sorting in schools and the loss and struggle children face when they are denied literacy experiences that validate their lives outside of school and give meaning and purpose to reading in school. Originality value As the reality for secondary education language arts teachers begins to shift to a more restrictive curriculum, a loss of academic freedom and frequent testing, the authors see an opportunity for new professional alliances to form in support of a complex theory of literacy.
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Turcotte, Catherine. „The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers“. Language and Literacy 12, Nr. 1 (16.10.2010): 128. http://dx.doi.org/10.20360/g23w24.
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Effective reading instruction is considered one the best means of preventing school failure. This study examines how effective teaching practices of reading are formed among five exemplary elementary school teachers. By using a life history protocol informed by phenomenology, these teachers describe their past and present experiences as readers and teachers, and then explain the meaning they make out of these experiences. Individual and comparative analysis reveal that, although these teachers exhibit different experiences and teaching strategies, they share many personal and contextual experiences, such as reading models and engagement, reflection on practice and the importance of sharing experiences.
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Purwati, Titik, Harun Ahmad und Dino Sudana. „Establishment of Reading Like Behavior of Elementary Students By Using Sustained Silent Reading Approach“. Journal of Studies in Education 7, Nr. 3 (18.08.2017): 179. http://dx.doi.org/10.5296/jse.v7i3.11253.
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The purpose of this research was to analyze the establishment of reading like behavior of Elementary School student in Malang City by using SSR approach. The research used survey and experimental methods which were applied to the third grade students in 5 Pubic Elementary Schools in Malang City. The samples were taken randomly. The data resources are from students, teachers, principals, and library staffs. The data were collected through observation, interviews, questionnaires, pre-and post-tests, and book read record. The data analyses used were descriptive analysis and T test. The research result was the application of the SSR approach has improved significantly to the reading like behavior of the students of Public Elementary Schools in Malang City. This result showed the SSR approach is suitable to be applied for the establishment of reading like behavior of Elementary School students.
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Khan, Raja Muhammad Ishtiaq, Muhammad Shahbaz, Tribhuwan Kumar und Imran Khan. „Investigating Reading Challenges Faced by EFL Learners at Elementary Level“. Register Journal 13, Nr. 2 (03.10.2020): 277–92. http://dx.doi.org/10.18326/rgt.v13i2.277-292.
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It is hard to ignore the importance of reading skills for desired proficiency in foreign languages. Reading can be beneficial for learners to immerse themselves in the target language and learn it efficiently. In EFL contexts like Saudi Arabia, learners face many challenges in reading skills. The main purpose of this research was to explore reading problems of elementary level students and causes of the readings skills inabilities. Following random and convenience sampling techniques; this mixed-method research obtained quantitative data from 290 elementary level students and qualitative data from nine teachers and supervisors. The analysis of quantitative data from the reading test and checklist and qualitative data retrieved from interviews suggests that students considerably perform relatively low in reading skills, and the main reasons are poor vocabulary, incorrect pronunciation, wrong spellings, slow reading pace, and flawed grammar. These five areas account for more than 90% of the challenges faced by learners in reading skills. Based on evidence from this research, we suggest that policymakers, teachers, and students should focus on these five areas for solving the issues related to reading skills. Although other avenues are essential, these items demand special attention to develop the reading skills of EFL learners in Saudi Arabia and elsewhere in the world.Keywords: Reading skill, Elementary level, Reading Pace, EFL
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Supartinah, Supartinah, Sekar Purbarini Kawuryan und Woro Sri Hastuti. „JAVANESE GRADED READING BOOKS FOR ELEMENTARY SCHOOL STUDENTS“. RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, Nr. 1 (23.02.2020): 56. http://dx.doi.org/10.26858/retorika.v13i1.11321.
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This research was intended to develop graded readers (graded reading books) in the Javanese language for elementary school students. To develop the products, this work usedthe R&D model by Borg and Gall, in which the main procedure was composed of product analysis, product development, expert validation, trials, and product revision. The subjects of this research were the elementary school students and the teachers of Bantul Regency, Sleman Regency, the City of Yogyakarta; experts in the Javanese language;experts in teaching and learning; and experts inteaching and learning media. The sample respondents were obtained through purposive sampling and the data were collected through questionnaires, observations, and interviews. The data were analyzed qualitatively and quantitatively. The products were validated by experts in learning contents, experts in teaching and learning, and experts in teaching and learning media. The result shows that they rated the products very good. The results of questionnaires distributed amongthe teachers and students show that these products carry positive impact on student learning.It can be concluded that the graded reading books are highly recommended for learning activitiesin elementary schools that offer Javanese.
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Seo, Miok, und Jaekeun Lee. „An Analysis of Teachers’ Recognition of English Reading Education in Elementary Education“. Korean Association For Learner-Centered Curriculum And Instruction 17, Nr. 20 (24.09.2017): 421–45. http://dx.doi.org/10.22251/jlcci.2017.17.20.421.
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OZENC, Emine Gul, und Mehmet OZENC. „Classroom Teacher Candidates’ Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis“. International Education Studies 11, Nr. 1 (22.12.2017): 100. http://dx.doi.org/10.5539/ies.v11n1p100.
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The purpose of this study is to determine and compare candidate classroom teachers’ metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Omer Halisdemir University’s Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and 4th grade candidate classroom teachers participated in the study. The study design was organized according to phenomenological design. According to the study findings, teacher candidates created 23 metaphoric categories in reading, 17 in writing and 15 in both reading and writing. The most categories developed by classroom candidate teachers on the concept of reading is necessity. As to writing; the most categories developed by classroom candidate teachers on the concept of writing is on expressing feelings. The category with the least metaphor about writing concept is the negativity and watching. The common metaphors used by the classroom teacher candidates regarding the concepts of reading and writing are mostly gathered in the categories of water and its derivatives and life. Whereas the category with the least common metaphors about is infinity. Another result of the research is that the teacher candidates produce a more negative number of metaphorical concepts in the writing concept. Metaphors on the concept of writing are outpouring, effusion and the man himself. As a result, metaphors can be used as a research tool to determine teacher candidates' perceptions and opinions about reading and writing.
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Sparapani, Nicole, Joanne Carlisle und Carol Connor. „Observations of Vocabulary Activities during Second- and Third-Grade Reading Lessons“. Education Sciences 8, Nr. 4 (12.11.2018): 198. http://dx.doi.org/10.3390/educsci8040198.
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Vocabulary instruction is a critical component of language and literacy lessons, yet few studies have examined the nature and extent of vocabulary activities in early elementary classrooms. We explored vocabulary activities during reading lessons using video observations in a sample of 2nd- and 3rd-grade students (n = 228) and their teachers (n = 38). Teachers spent more time in vocabulary activities than has been previously observed. In the fall, 28% of their literacy block was devoted to vocabulary in 2nd grade and 38% in 3rd grade. Our findings suggest that vocabulary activities were most likely to take place prior to reading a text—teachers rarely followed-up initial vocabulary activities after text reading. Analysis of teachers’ discourse moves showed more instructional comments and short-answer questions than other moves; students most frequently engaged in participating talk, such as providing short, simple answers to questions. Students engaged in significantly more talk during vocabulary activities (including generative talk such as initiating an idea) in the spring of 3rd grade than the spring of 2rd grade. These data contribute descriptive information about how teachers engage their students in vocabulary learning during the early elementary years. We discuss implications for practice and future research directions.
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Seo, Seonjin, Mary T. Brownell, Anne G. Bishop und Mary Dingle. „Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities“. Exceptional Children 75, Nr. 1 (Oktober 2008): 97–122. http://dx.doi.org/10.1177/001440290807500105.
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Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and student autonomy. Although the most engaging and highly engaging teachers were relatively consistent in demonstrating these themes, most other teachers were not. This article discusses these findings in light of previous research on beginning teachers and makes suggestions for additional research.
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Burceva, Rita, und Kristine Revelina. „ENRICHING VOCABULARY WITH ADJECTIVES FOR ELEMENTARY SCHOOL PUPILS’ READING LITERACY“. Education Reform: Education Content Research and Implementation Problems 1 (21.09.2021): 29–41. http://dx.doi.org/10.17770/er2021.1.5349.
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The trend observed in the education system is that pupils often spend their free time using mobile phones or computers for entertainment. As a result, pupils have a rather modest vocabulary, which poses a problem to formulate and express their thoughts in the learning process, to describe the central thesis in more detail, for example, using adjectives.The research aim is to determine the methods used in teaching adjectives and their usefulness in the Latvian language class in order to improve pupils’ reading literacy. The research methods include analysis of corresponding theoretical and methodological literature, a teacher survey, and processing and interpretation of the data obtained. The most appropriate methods for teaching the topic “Adjective”, according to the teachers, are the explanatory illustrating and reproductive method; whereas the documents studied concerning the introduction of competency-based education recommend mainly the heuristic and research method, and this creates a relative mutual discrepancy. To promote the pupils’ reading literacy, teachers need to explore the children’s interests and use them as the basis for creating methodological materials about adjectives which correspond to modern reality and are fascinating and interesting to pupils. Such an approach would motivate pupils to appreciate the importance of using adjectives in everyday life. In the Latvian language class, when teaching the topic “Adjective”, teachers need to try and work as counsellors, gradually guiding their pupils to achieving the goal by noticing different patterns for adjectives, like competency-based education provides.
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Adapon, Maricel Tandoc, und Benjamin Baguio Mangila. „HELPING STRUGGLING READERS TO READ: THE IMPACT OF THE CARE FOR THE NON-READERS (CRN) PROGRAM ON FILIPINO PUPILS’ READING PROFICIENCY“. ETERNAL (English, Teaching, Learning, and Research Journal) 6, Nr. 2 (31.12.2020): 195. http://dx.doi.org/10.24252/eternal.v62.2020.a2.
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This study was conducted to determine the impact of the Care for the Non-Readers Program on the reading performance of struggling readers in all elementary schools of Dumingag II District, Dumingag, Zamboanga del Sur, Mindanao, Philippines during the School Year 2016-2017. Fifty teachers and 465 parents were selected as respondents of the study. It made use of the descriptive comparative method of research with the questionnaire-checklist as data-gathering instrument. Both the descriptive and inferential statistics were used in the analysis and interpretation of data. The findings of the study revealed that both teachers and parents considered the Care for the Non-Readers Program as “Very Effective” in improving the reading performance of pupils. “Fuller Technique,” “Independent Reading,” “Directed Reading Thinking Activity,” and “Say Something” were the leading strategies applied by teachers in the implementation of the program. The majority of the pupils still belonged to the "Frustration" level. However, there was a significant improvement in pupils’ reading performance for three school years. Teachers encountered "Serious" problems in the implementation of the program, while the suggested solutions were considered as "Very Effective." Furthermore, there was no significant difference between the assessments of the two groups of respondents on the effectiveness of the CNR program.
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Saepurokhman, Asep. „Improvement of Elementary School Students’ Competence of Reading Comprehension through Generative Learning Model“. BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 19, Nr. 1 (31.01.2020): 9–35. http://dx.doi.org/10.21009/bahtera.191.02.
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ABSTRACT
Reading comprehension is a competence that everyone has to possess. It can broaden human’s insight in that we will not be left behind as time goes so fast. One of the teachers’ efforts as to enhance the reading comprehension competence is to apply a learning model that is able to explore a lot of students’ potency. The learning model considered to be capable of developing the students’ creative-thinking is a generative model. Based on the result of data analysis, it is known that the process of reading-comprehension learning runs well in full activity of students. The students’ tendency to the learning of reading comprehension using such a model is positive in the means of 75.10%. The generative learning model succeeds in enhancing the students’ competence of reading comprehension. The means of score before the treatment is only 53.80%, whereas after the treatment it gets 72% in which the index gain is 0.41 and it is categorized into mediocre. There is difference of reading-comprehension competence between the use of generative learning model and conventional model. It is proven by t-test, indicating that t-observed is higher than t-table. Therefore, the generative learning model is effective and reasonable to use for the teachers in the improvement of stduents’ reading-comprehension competence.
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Percle, Amanda, Laura Arrington, Alan D. Flurkey, Holly Damico, Christine Weill, Jack Damico und Ryan L. Nelson. „Illuminating the Complexity of Oral Reading Fluency: A Multiple Lens Approach“. Literacy Research: Theory, Method, and Practice 69, Nr. 1 (02.07.2020): 358–76. http://dx.doi.org/10.1177/2381336920937269.
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Oral reading fluency is recognized as an important variable associated with the assessment of reading proficiency. Frequently, fluency assessments distill a child’s overall reading fluency to a single numerical score. Even when multiple dimensions are considered, the processes informing the nuance of the reading fluency variations are ignored. In order to shed light on the issue, we use an instrumental case study approach to illuminate how a reader’s fluency varies within a passage. We describe the insight this variability provides to teachers and researchers interested in understanding how readers transact with print. Specifically, we apply a multiple lens approach to analyze one child’s oral reading fluency and address the question: What variables contribute to a reader’s fluency? We combine eye movement miscue analysis and Flurkey’s oral reading flow and compare these assessments to Rasinski’s well-established fluency instrument. This methodology led to the identification of six variables influencing oral reading fluency. Five of the influential factors could not be observed using the traditional fluency measure. These five variables illuminate the complexity of oral reading fluency and support greater understanding of a reader’s abilities. This strengths-based conceptualization of fluency offers supportive rather than subtractive insight into a reader’s fluctuations in oral reading fluency. Our findings highlight a need for professionals to more adequately consider the conceptualizations of oral reading fluency.
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Irmayani, NFN. „KETERAMPILAN AKTIF RESEPTIF DAN PEMAHAMAN KAIDAH BAHASA INDONESIA PARA GURU SD SEKOTA PONTIANAK“. tuahtalino 14, Nr. 2 (04.12.2020): 195. http://dx.doi.org/10.26499/tt.v14i2.2147.
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This paper aims to describe the language skills of Indonesian language mastered by the elementary school teachers in Pontianak based on the linguistic component in the language test. The skill level was based on the result of UKBI Training Series conducted for elementary school teachers in 2018. The descriptive method is used to present the results of data analysis. Based on the results of the discussion, it was found that the Indonesian language skill of the elementary school teachers in Pontianak was at the level of Very Advanced, Advanced, Upper Intermediate, Intermediate and Elementary. The majority of these teachers were at the Upper Intermediate level, while the minority was at the Elementary level. In addition, it was also found that the elementary school teachers in Pontianak City got the highest score in the section of Understanding the Reading. In contrast, teachers who were graded Very Advanced got the highest score on the section of Responding the Grammar. However, in contrast to the highest score on the linguistic component, most elementary school teachers in Pontianak got the highest score in the section of Understanding the Reading. This can be seen from the frequency of high scores for that section at every rank.
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AMMOUR, Kamila. „Developing Elementary EFL Learners’ Procedural Knowledge and Strategic Awareness in Reading Classes during the Covid-19 Pandemic: Algerian Teachers’ Challenges“. Arab World English Journal, Nr. 1 (15.04.2021): 127–35. http://dx.doi.org/10.24093/awej/covid.9.
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The Covid-19 pandemic has affected educational systems worldwide, leading some scholars to scrutinise the consequences of lockdown and school closure on learners’ learning habits and teachers’ teaching practices. In this regard, this paper aims to explore the teachers’ challenges while implementing a reading strategy-based instruction for beginners during the Covid-19 pandemic, taking the Algerian middle schools as a case in point. It highlights the difficulties to achieving quality in developing learners’ procedural knowledge and strategic awareness in EFL reading classes. The leading approach to the issue is the interactive approach. To attain the objective of the research, the qualitative method was adopted. Classroom observation and structured interviews were used to collect data. The population targeted was composed of 20 teachers from 16 middle schools in Tizi-Ouzou. The collected data were subjected to qualitative content analysis. The results of the study reveal that most teachers are aware of the importance of reading strategy-based instruction. However, they do not teach them systematically or consistently. Indeed, lack of targeted teacher training, time constraints, and disregard of metacognitive instruction are likely to be obstacles to the efficient implementation of reading strategy-instruction. Furthermore, the Covid-19 pandemic has thrown up several psychological and cognitive learners’ difficulties, including decreased motivation and lack of cognitive focus, making the teaching process more challenging. The results imply a need for a revision of teachers’ professional development programs and a re-consideration of the elementary EFL courses.
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Jumaini, Jumaini. „Development of Reading Comprehension Teaching Materials Using the CIRC Model in Primary School“. International Journal of Educational Dynamics 1, Nr. 1 (03.01.2019): 162–68. http://dx.doi.org/10.24036/ijeds.v1i1.49.
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motivated by teaching materials that are used by teachers which do not contain the complete reading process (pre-reading, reading, and post-reading). This study aims to develop reading comprehension teaching materials using the CIRC model for elementary school class V that is valid, practical, and effective. This type of research is development research. This study uses the ADDIE model which consists of 5 stages, namely: the stage of analysis, design, development, and implementation, and evaluation. Validity test data is obtained through assessment sheets of teacher and student responses. Effectiveness is seen from the activities of students, assessment of the process and results of the test of reading comprehension of students. Based on the results of the validity, practicality, and effectiveness tests obtained teaching materials that are valid, practical, and effective, and able to improve reading comprehension skills. It can be concluded that teaching reading comprehension materials using the CIRC model developed can be used in reading comprehension learning in grade V of Elementary School.
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Dapa, Aldjon Nixon. „Differentiated Learning Model For Student with Reading Difficulties“. JTP - Jurnal Teknologi Pendidikan 22, Nr. 2 (18.07.2020): 82–87. http://dx.doi.org/10.21009/jtp.v22i2.15814.
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This research is an analytical-descriptive study which focuses on the characteristics of students with difficulties in reading and the needs for differentiated learning instruction. The result of this study reveals that the prevalence of Students with Difficulties in Reading reaches 9,15% of the total population of students from each elementary school in Tomohon. The most excellent ability in reading comprehension which students have achieved is the level of literal reading. Students who have this level of reading skill can only be found in two elementary schools. Of 10 elementary schools, only students from 4 elementary schools whose reading ability lies on the lowest level, that is understanding vocabulary. In general, students face the difficulties in understanding inference and applying vocabularies. Learning process which has recently used is inadequate to accommodate students’ ability and solve their difficulties. The methods used in class include lectures and assignments. There are two methods, those are Rumpang Method and Glass analysis. The recent condition which students with difficulties in reading face requires immediate and meticulous problem solving. Therefore, teachers need to apply differentiated learning instruction in order to facilitate adaptive learning process suitable for the abilities of students with difficulties in reading.
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Raymond-West, Trenice, und Virginia Snodgrass Rangel. „Teacher Preparation and Novice Teacher Self-Efficacy in Literacy Instruction“. Education and Urban Society 52, Nr. 4 (08.10.2019): 534–60. http://dx.doi.org/10.1177/0013124519879425.
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The purpose of this study was to examine the extent to which traditional and alternative preparation programs differ in terms of their program components, as well as whether program type was related to different levels of self-efficacy in novice reading teachers. This exploratory study collected data from 83 novice elementary reading teachers in a large urban district in Texas. We answered the research questions using t tests and correlation analysis. The results indicated that traditionally prepared teachers reported significantly higher levels of exposure to literacy teaching skills across their coursework and field work as well as higher levels of self-efficacy. We also found a significant but weak relationship between teachers’ level of self-efficacy and the level of literacy exposure they had in their coursework, and a significant and moderate relationship between teachers’ self-efficacy and the level of literacy exposure they had through their field experiences.
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Tia Latifatu Sadiah, Harmawati und Ayu Nurani Kosasih. „Analysis of Reading Difficulties for Class III in Elementary Schools“. Jurnal Sekolah Dasar 6, Nr. 1 (11.03.2021): 50–66. http://dx.doi.org/10.36805/jurnalsekolahdasar.v6i1.1380.
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This study aims to determine students who have difficulty reading whether it is difficulty distinguishing letters or difficulty spelling a word in grade III of Elementary School at SD Negeri Plawad VI, East Karawang. This research is a type of qualitative research. The population used in this study was 2 of the 21 total students in class III SD Negeri Plawad VI, East Karawang. This data collection technique through interviews and also the A DANA media demonstration method. Interviews were conducted with 4 respondents represented by the Principal, Teachers, Students and also Parents of Students. The data reduction analysis technique in this study is to select the main things that are in accordance with the focus of the research and the researcher uses to classify, direct and discard the data obtained by the researcher in the form of data from interviews, observations, and documentation from informants. So that it can provide a sharper picture of the results of the observations. The results of this study seem to be very helpful for students who have difficulty reading. After learning to read using the A DANA media according to the schedule applied, these students experienced changes such as easier spelling and smoother reading which was different from before.
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Kim, Eun-Jung, Soon-Gil Park und Sung-Yong Ryu. „An Analysis on Reading and Writing Teaching Practices and Needs of Elementary Special Education Teachers“. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology 6, Nr. 4 (30.04.2016): 169–79. http://dx.doi.org/10.14257/ajmahs.2016.04.01.
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Lestari, Ni Putu Yeni, und I. Made Citra Wibawa. „Learning Videos to Improving Students’ Reading Comprehension in Elementary School“. International Journal of Elementary Education 5, Nr. 2 (27.05.2021): 276. http://dx.doi.org/10.23887/ijee.v5i2.34405.
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Learning to read during learning activities from home is less effective because reading learning media are difficult to find. This study aims to create a reading learning video development for first-grade elementary school students and develop a reading learning video for first-grade elementary school students whose validity is tested using the ADDIE model. However, due to limited time and resources, the implementation and evaluation stages were not carried out. Thus, only the analysis, design, and development stages are carried out. The data collection of this study used a questionnaire method by providing assessment sheets to two media expert lecturers, two Indonesian language material experts, and two first-grade elementary school teachers. The data from the validation results from the experts were then analysed using the mean formula to determine the average score of the validity of the reading learning videos. The analysis results showed that the average score of the validation of the reading learning video was 4.73, and the validation of the material was 4.81. Based on the results of this analysis, the reading learning video for first-grade students of elementary school was declared valid and had very good criteria. The trial was not carried out on students due to the Covid-19 pandemic. Therefore, it is suggested that other researchers carry out further research to analyze the effectiveness of the instructional videos.
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Aji, Gagas Pamulyo, und Sugeng Riyanto. „PENINGKATAN KETERAMPILAN MEMBACA PERMULAAN PADA PEMBELAJARAN TEMATIK DENGAN METODE GLOBAL KELAS 1 SDN KAJEN 02“. Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 2, Nr. 3 (15.11.2019): 93. http://dx.doi.org/10.12928/fundadikdas.v2i3.1238.
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This study aims to determine the improvement of early reading skills in studentsin using global methods for grade 1 Kajen Negri Elementary School 02. Background This study is that there are still many students who cannot read. Another condition is that many teachers present learning by emphasizing material that only focuses on thematic books and does not yet utilize contextual approaches. This research was conducted using two cycles. Each cycle consists of two meetings. The study subjects numbered 23 students, including 13 male students and 10 female students. The object of this research is the application of initial reading skills in the thematic learning subtheme 1 (me and a new friend). Data collection techniques in the form of tests, observations, documentation and interviews. Data analysis uses qualitative and quantitative analysis. The results of this study indicate that the application of global methods can improve initial reading skills in students. Students who get the value of complete reading skills in pre-cycle as much as 48% (11 students). In the first cycle the average value of students who completed 67, with a percentage of completeness of 61% (14 students). In the second cycle the average value of students who completed was 76.3 with a percentage of completeness 78% (18 students). It can be concluded that the global method can improve initial reading skills, thus the researcher's suggestions for teachers should apply the global method in beginning reading skills.
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Gunawan, Dani. „Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension“. JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, Nr. 1 (22.02.2019): 16. http://dx.doi.org/10.33578/jtlee.v2i1.6643.
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This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.
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Adli, Nayer, und Asgar Mahmoudi. „Reading Comprehension Questions in EFL Textbooks and Learners’ Levels“. Theory and Practice in Language Studies 7, Nr. 7 (01.07.2017): 590. http://dx.doi.org/10.17507/tpls.0707.14.
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This study investigated the reading comprehension questions in EFL textbooks and their appropriateness to learners' levels. The data for the study were collected from four elementary and advanced level EFL textbooks containing 44 chapters altogether. A checklist was designed based on Bloom’s Taxonomy of reading comprehension questions to record the cognitive levels of the questions collected from the reading comprehension sections of the mentioned textbooks. To assess the significance of difference between each kind of the comprehension questions in elementary and advanced level textbooks, the Mann-Whitney U test was used. Results indicated that there are significant differences between the two proficiency levels in terms of question types in all categories except analysis and synthesis. To assess the overall proportions of question types in the textbooks and to see if they are different from each other, a Kruskal-Wallis and the follow up Mann-Whitney U tests were used which revealed significant differences between some pairs of categories of question types. It is believed that the results of this study can be useful to textbook writers and EFL teachers.
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Newton, Joanna. „Teachers as Learners: The Impact of Teachers’ Morphological Awareness on Vocabulary Instruction“. Education Sciences 8, Nr. 4 (28.09.2018): 161. http://dx.doi.org/10.3390/educsci8040161.
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Academic vocabulary knowledge is central to reading and academic achievement. Largely based in the lexicons of Latin and Greek, academic vocabulary comprises morphemic structures. Many teachers devote little time to focused instruction in this area because they may lack pertinent morphological and pedagogical knowledge. This article reports findings from a broader three-year longitudinal qualitative case study that explored the experiences of three elementary teachers who engaged in professional development that included study of the morphemic features of academic vocabulary and instructional techniques. This article describes changes teachers made to practice because of their deeper understanding of Latin and Greek morphology and how to teach it. Data sources included in-depth and semistructured interviews, direct observations of classroom practice, and analysis of instructional artifacts. Data analysis revealed that all three participants moved from teacher-centered, definitional approaches towards instruction that was student-centered and focused on developing metalinguistic awareness. Instructional shifts reflected participants’ new understandings about metalinguistic awareness, student-directed problem-solving, and collaborative talk in vocabulary learning. Instructional shifts address metalinguistic awareness, morphology, word consciousness, and Spanish–English cognate instruction—areas that may be overlooked in many classrooms.
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Candra Dewi, Melik Budiarti Dan. „ANALISIS KESULITAN BELAJAR SISWA MENTAL RETARDATION DI SDN KEDUNGPUTRI 2 (Studi Kasus di SDN Kedungputri 2, Paron Kabupaten Ngawi)“. Muaddib : Studi Kependidikan dan Keislaman 7, Nr. 2 (28.12.2017): 132. http://dx.doi.org/10.24269/muaddib.v7i2.796.
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This study entitled Analysis of Reading Difficulties in Mental Retardation Students In Primary School (Case Study In SDN Kedungputri 2). The background of this research is the emergence of learning problems in mentally retarded children attending regular elementary school (not designated as inclusive primary). This study aims to find out the learning process, especially learning to read mental retardation children in SDN Kedungputri 2, Paron, Ngawi and to find out the steps taken in overcoming the difficulties of reading children mental retardation in SDN Kedungputri 2, Paron, Ngawi. This research is descriptive qualitative research. The data collected in this research are facts and information on the implementation of character education of discipline in elementary school. In this study the data source is teachers and students. Data collection techniques used in this study consist of (a) observation, (b) interview, and (c) test. In this study the validity of the data using data triangulation. Data analysis technique is done by using interactive data model analysis technique. Based on the data collected can be seen that students who experience mental retardation initials AS and the students have difficulty reading. Teachers continue to pay attention to the difficulties of learning to read the beginning to the AS.
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Neitzel, Adair de Aguiar, und Luiz Carlos Neitzel. „Investigating the Reading Process by Means of Collaborative Environment“. Comunicar 17, Nr. 33 (01.10.2009): 133–40. http://dx.doi.org/10.3916/c33-2009-03-004.
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Brazilian research on the determining factors for the success of programs to teach reading indicates a need to view literature as an aesthetic object that will encourage children to appreciate books. This study proposes investigating teachers' concepts of literature, from the point of view of the children. Chat was used as a data collection mechanism, proposed between two groups of elementary school children and interviews with the teachers. The analysis of the chats followed the methodology of Franco (1997). This study indicates three key areas for winning a reading public: a) qualified human resources, with a clear concept of literature as an aesthetic phenomenon; b) methodological procedures that are coherent with this concept; c) a bibliographical archive that is aligned with this concept. Investigaciones brasileñas acerca de los factores determinantes para el éxito de programas de formación de lectores señalan la necesidad del empleo de la literatura como objeto estético para que el niño se aproxime al libro. Esta investigación se propuso estudiar las concepciones de los profesores acerca de la literatura a partir del punto de vista del lector infantil. Se utilizó el chat como mecanismo de recolección de datos, propuesto entre dos clases de la enseñanza fundamental, y entrevistas con las profesoras regentes. El análisis de los chats siguió la metodología de Franco (1997), evidenciando que los docentes no consideran al libro como un objeto estético que necesita ser disfrutado. Esta investigación señala tres ejes básicos para la conquista de un público lector: a) recursos humanos calificados con claridad acerca de la concepción de literatura como fenómeno estético; b) procedimientos metodológicos coherentes con esa concepción; c) acervo bibliográfico ajustado a esa concepción.
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Helwig, Robert, und Gerald Tindal. „An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests“. Exceptional Children 69, Nr. 2 (Januar 2003): 211–25. http://dx.doi.org/10.1177/001440290306900206.
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This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.
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Rodriguez-Barrios, Ernesto U., Roberto Angel Melendez-Armenta, Sandra G. Garcia-Aburto, Marieli Lavoignet-Ruiz, Luis Carlos Sandoval-Herazo, Antonio Molina-Navarro und Luis Alberto Morales-Rosales. „Bayesian Approach to Analyze Reading Comprehension: A Case Study in Elementary School Children in Mexico“. Sustainability 13, Nr. 8 (12.04.2021): 4285. http://dx.doi.org/10.3390/su13084285.
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In the educational field, reading comprehension is connected to learning achievement, and through it, one can interpret, retain, organize and value what has been read. It is an essential ability for the understanding and processing of information in learning. Furthermore, it is an essential skill to developing sustainable education. In this sense, sustainable development needs an advanced reading comprehension ability at elementary school in order to teach and learn future knowledge areas such as climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. Nevertheless, there have been few works focused on analyzing reading comprehension, particularly in Mexico, where the reference is the Programme for International Student Assessment (PISA) test on how well the Mexican students have developed this skill. Hence, this article shows the usefulness of employing Bayesian techniques in the analysis of reading comprehension at elementary school. The Bayesian network model allows for the determination of the language and communication level of achievement based on parameters such as learning style, learning pace, speed, and reading comprehension, obtaining an 85.36% precision. Moreover, the results confirm that teachers could determine changes in lesson planning and implement new pedagogical mechanisms to improve the level of learning and understanding contents.
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Friantary, Heny, Zelvia Liska Afriani und Yuni Nopitasari. „The Implementation of Indonesian Language Learning for Dyslexic in Children at Elementary Schools in Bengkulu“. Linguists : Journal Of Linguistics and Language Teaching 6, Nr. 2 (03.12.2020): 23. http://dx.doi.org/10.29300/ling.v6i2.3750.
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This research is motivated by Indonesian language learning which requires each student to master four language skills, namely listening, speaking, reading and writing. In children with dyslexia or reading difficulties, the implementation efforts made by the 7th grade teacher of the Bengkulu City Special School 05 so that the child continues to master language skills despite having difficulty reading. This study aims to describe the methods used by teachers in Indonesian language learning so that dyslexic children can master reading skills. This type of research is descriptive qualitative research. Data collection techniques used were observation, interviews, and documentation. Meanwhile, the data analysis techniques used were data reduction, data presentation, and finally verification. The results of the study concluded that the implementation of learning in dyslexic children was preparation, implementation, and evaluation. The Indonesian language learning method used by the 7th grade teacher of SLB N 05 Bengkulu City in dyslexic children is the lecture method, the audiolingual method, the skimming method, and the picture and picture cooperative method.
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Wilson, Mark, P. J. Hallam, Raymond L. Pecheone und Pamela A. Moss. „Evaluating the Validity of Portfolio Assessments for Licensure Decisions“. Education Policy Analysis Archives 22 (10.02.2014): 6. http://dx.doi.org/10.14507/epaa.v22n6.2014.
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This study examines one part of a validity argument for portfolio assessments of teaching practice used as an indicator of teaching quality to inform a licensure decision. We investigate the relationship among portfolio assessment scores, a test of teacher knowledge (ETS’s Praxis I and II), and changes in student achievement (on Touchstone’s Degrees of Reading Power Test [DRP]). Key questions are the extent to which the assessment of teaching practice (a) predict gains in students’ achievement and (b) contribute unique information to this prediction beyond what is contributed by the tests of teacher knowledge. The venue for our study is Connecticut State Department of Education’s (CSDE) support and licensure system for beginning teachers, the Beginning Educator Support and Training (BEST) program (as it was implemented at the time of our study). We investigated whether elementary teachers’ mean effects on their students’ reading achievement support the use of BEST elementary literacy portfolio scores as a measure of teaching quality for licensure, using a data set gathered from both State and two urban school district sources. The HLM findings indicate that BEST portfolio scores do indeed distinguish among teachers who were more and less successful in enhancing their students’ achievement. An additional analysis indicated that the BEST portfolios add information that is not contained in the Praxis tests, and are more powerful predictors of teachers’ contributions to student achievement gains.
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Chrysti, Kartika, Rokhmaniyah Rokhmaniyah und Wahyudi Wahyudi. „The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School“. European Journal of Educational Research 10, Nr. 3 (15.07.2021): 1329–40. http://dx.doi.org/10.12973/eu-jer.10.3.1329.
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<p style="text-align: justify;">Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.</p>
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Maulidah, Nashri, Neni Dewi Anggraeni, Tria Mugi Safitri und Siti Fatimah. „THE CONSTRAINTS ANALYSIS OF IMPLEMENTING SCHOOL LITERACY MOVEMENT AT SDN 2 KALIBENING“. Social, Humanities, and Educational Studies (SHEs): Conference Series 1, Nr. 2 (11.01.2019): 292. http://dx.doi.org/10.20961/shes.v1i2.26722.
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<p><em>School literacy movement is one of the efforts to increase students' interest in reading and writing, so it needs to be applied in elementary school. This study aims to analyze the constraints with regard to implementation of the school literacy movement at </em><em>SDN</em><em> 2</em><em> </em><em>Kalibening, Karanggayam, Kebumen. This research is a descriptive study with research subjects involving 1 </em><em>principal</em><em>, 3 classroom teachers (grade 4, 5 and 6) and 15 students (grades 4, 5 and 6) state elementary school 2 of Kalibening. The research instruments used were questionnaires and interviews. Data analysis technique uses qualitative descriptive.</em><em> </em><em>The results showed that: (1) School literacy movement was still focused on literacy aspects of reading textbooks, (2) Teachers were less maximal in assisting students when implementing school literacy movements, and (3) The lack of facility to support the school literacy movement</em><em>.</em><em></em></p>
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Al-Bataineh, Adel Tawfig, Lisa Brenwall, Kristi Stalter und Jessica York. „Student growth through goal setting“. International Journal of Learning and Teaching 11, Nr. 4 (31.10.2019): 147–61. http://dx.doi.org/10.18844/ijlt.v11i4.4329.
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This mixed methods research study explored how goal setting influences student growth in reading fluency, motivation and self-efficacy of second through fifth graders at school in central Illinois. Literature suggests that student goal setting can have a positive impact on the academic development of a student. In addition to academic achievement, research found goal setting to affect self-efficacy and motivation. A combination of qualitative and quantitative data collection methods was used to gather and evaluate students’ reading fluency scores. This data provided a starting point from which surveys were utilised to gain a more in-depth understanding between goal setting, self-efficacy and motivation. The results of the study indicate that interventions along with goal setting could increase reading achievement. The analysis supports the claim that goal setting can affect words read correctly, but not accuracy. The analysis also found that goal setting can influence student self-efficacy growth. These findings could provide classroom teachers with valuable information that would have an impact on student growth.
Keywords: Elementary education, goal setting, reading fluency, self-efficacy, student growth
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Bald, Lisa-Marie, Judith A. Orth und Kathleen M. Hargiss. „Moving from Theory to Practice“. International Journal of Strategic Information Technology and Applications 7, Nr. 2 (April 2016): 28–43. http://dx.doi.org/10.4018/ijsita.2016040103.
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Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.
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Penttinen, Marjaana, und Erkki Huovinen. „The Early Development of Sight-Reading Skills in Adulthood“. Journal of Research in Music Education 59, Nr. 2 (09.06.2011): 196–220. http://dx.doi.org/10.1177/0022429411405339.
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In this study the effects of skill development on the eye movements of beginning adult sight-readers were examined, focusing on changes in the allocation of visual attention within metrical units as well as in the processing of larger melodic intervals. The participants were future elementary school teachers, taking part in a 9-month-long music training period. During this period, 15 novice sight-readers’ development was observed in three measurements, with 15 amateur musicians functioning as a comparison group. The novices’ allocation of fixation time within metrical units gradually approached a pattern demonstrated by the amateurs in which increased sensitivity to metrical divisions was evinced by larger average fixation times on the latter halves of bars. Concerning larger melodic skips in otherwise stepwise melodic contexts, an analysis of fixation times suggested that the novices’ visual processing of skips did not proceed in terms of note comparison across the skip but rather through a direct identification of the notational symbols involved. Skill development was seen, then, as increasing fluency of this identification process. These and similar findings may lead to a better understanding of the problems encountered by novice sight-readers and thus to advancements in the pedagogy of music reading.
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Brownell, Mary, Mary Theresa Kiely, Diane Haager, Alison Boardman, Nancy Corbett, James Algina, Mary Patricia Dingle und Jennifer Urbach. „Literacy Learning Cohorts“. Exceptional Children 83, Nr. 2 (05.11.2016): 143–64. http://dx.doi.org/10.1177/0014402916671517.
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Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.
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Anugrahana, Andri. „HAMBATAN GURU SD DALAM PENYUSUNAN SPP (SUBJECT SPECIFIC PEDAGOGY) SPKURIKULUM BARU DI SEKOLAH DASAR“. Satya Widya 35, Nr. 2 (04.12.2019): 86–97. http://dx.doi.org/10.24246/j.sw.2019.v35.i2.p86-97.
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The purpose of this study describes the obstacles of elementary school teachers in developing the Subject Specific Pedagogy (SSP) from new curriculum, the 2013 curriculum. This research is a descriptive exploratory study with a qualitative approach. Data were collected by questionnaire, interview, and focus group discussion. The data source is 40 elementary school teachers in Bantul Regency, DIY. Data analysis is done by finding and identifying teacher difficulties in preparing the SSP, then finding solutions to teacher problems. The results of this study are (1) 55% of teachers made preparations by determining the method in advance, 35% of teachers made preparations by determining SK and KD, and 10% of teachers chose to determine the approach. (2) The difficulty of teachers in preparing the SSP was 62% of teachers had difficulty in assessment, 32% of teachers had difficulty determining the method and 8% of teachers had other difficulties. (3) 62% of teachers answered the assessment became an obstacle in the preparation of the SSP, 32% of the teachers answered the method, and the other obstacle was 8%. The solutions made by the teacher to overcome the problem: find additional information, determine the syntax, choose a method, read book, search other source from the internet. Whereas in overcoming the assessment problems include the teacher compiling an assessment rubric according to the SSP guidelines, reading the assessment book.
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Yetty, Yetty. „Curriculum Analysis of Permai Plus School at Pluit’s Elementary Chinese Course“. Humaniora 1, Nr. 2 (31.10.2010): 746. http://dx.doi.org/10.21512/humaniora.v1i2.2916.
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In Indonesia, in addition to english mandarin also become a very common thing. Many companies employ one of the conditions of staff must be fluent in speaking Chinese, reading and writing Chinese characters. Therefore, the majority of schools in Indonesia have set up Chinese language courses, in order to give Chinese language’s basic foundation to their students. In Pluit, courses of Chinese language schools are mostly private, three-language schools and international schools (not including international schools in the U.S. system). Through the six factors of curriculum (Teachers, facilities, scores, textbooks, curricula, and social participation ), the writer wants to analyze Permai Plus school curriculum Chinese course situation.
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Iftanti, Erna, und Nany Soengkono Madayani. „Developing Joyful Story Sheets (JoSS): an Effort to Build Character for EYL Learners in Indonesia through Reading JoSS“. Dinamika Ilmu 19, Nr. 1 (15.06.2019): 155–73. http://dx.doi.org/10.21093/di.v19i1.1543.
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In response to character education stated in Indonesian Curriculum 2013, to build characters for students of early ages is significant. This can be built through establishing reading habits and building character education to young learners living in urban and suburban areas simultaneously. However, there is lack attention paid to those living in suburban areas. Thus, this research is intended to provide them with some appropriate character-based reading materials. In order that they enjoy reading, the reading materials should be joyful and arouse imagining. This research employs Research and Development (Borg and Gall, 1983 & Ari, et.al., 1985) with the data were collected through doing need analysis by means of distributing questionnaire to EYL in suburban areas in East Java Indonesia, interviewing EYL teachers and parents having children at elementary schools. The results of the data collecetd in Need Analysis were used to develop the product. This R and D produced collection of Joyful Story Sheets (JoSS) for EYL of the 3rd, the 4th, the 5th, and the 6th graders with each grade consists of 40 joyful story sheets written based on some characters, i.e. hard working, independence, discipline, honesty, and tolerance. The research reveals that the product of this research-namely JoSS- is proved to inspire the students’ moral values, to build love of reading, and to encourage learning English. This research result is pedagogically implemented not only as a means of character education but as supplementary materials for reading class as well. To prove its effectiveness, it is suggested for further researchers to experimentally investigate.
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Zamashnyuk, Elena Vadimovna, und Tamara Aleksandrovna Kruglova. „Modern Aspects of Contents Adaptation in Teaching Literary Reading to Blind Elementary School Students“. Development of education, Nr. 1 (7) (13.03.2020): 41–46. http://dx.doi.org/10.31483/r-74537.
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The article is focused on the problem of teaching blind elementary schoolers in literary reading lessons in elementary school. The relevance of the topic is due to the need to bring into compliance the content of the education of children with severe visual impairments with the requirements of the Federal State Educational Standards for blind students (option 3.2). At the present time, teachers of schools for blind children continue to experience difficulties in adapting the content of education in this subject. The aim of the article is to analyze and summarize the existing typhlopedagogical experience of teaching this group of children and to determine the directions for adapting the content of teaching literary reading to blind elementary students. Methods used in this study include analysis, description, and comparison. An analysis of the typhlopedagogical heritage suggests that teaching reading to blind elementary schoolers has a number of peculiarities due to the negative impact of visual impairment on their speech and cognitive development, motivation for activity; this can be overcome by adapting the content of education. In their turn, the directions of adaptation can be reached by adjusting the contents of textbooks, enriching the children’s sensory experience, developing their speech and thinking, and using a differentiated approach in teaching by redistributing educational material and developing assessment criteria that are appropriate for the blind students’ needs. The results of this study have important meaning for employees of schools for visually impaired children because they allow to implement a differentiated approach in teaching and to adapt the contents of the Literary reading school subject according to the special educational requirements of children.
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JANG, DONGMIN. „Analysis of the reading patterns of pre-service elementary school teachers' Korean language lesson plan based on using eye tracker“. Korean Association For Learner-Centered Curriculum And Instruction 21, Nr. 3 (01.02.2021): 373–401. http://dx.doi.org/10.22251/jlcci.2021.21.3.373.
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Puzio, Kelly, Glenn T. Colby und Dana Algeo-Nichols. „Differentiated Literacy Instruction: Boondoggle or Best Practice?“ Review of Educational Research 90, Nr. 4 (19.06.2020): 459–98. http://dx.doi.org/10.3102/0034654320933536.
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With increasingly diverse students, schools and districts are under pressure to meet rigorous standards and raise student achievement in reading and literacy. Most teachers respond by differentiating their instruction to some extent, but not all scholars and educators agree on whether differentiated instruction works. This systematic review and meta-analysis seeks to determine the effects of Tier 1 differentiation, which is provided by the general education classroom teacher, on literacy outcomes. Distinguishing between designed differentiation and interactional differentiation, the authors provide multiple examples of content, process, and product differentiation in the context of literacy instruction. Reviewing more than 20 years of literacy research, the authors located 18 studies with 25 study cohorts. Outcomes include fluency, decoding, letter-word reading, vocabulary, comprehension, and writing achievement. The overall weighted mean effect size (g) was +0.13 (p = .002) with 88% of the individual point estimates being positive. Overall, the findings indicate that differentiated literacy instruction is an effective evidence-based practice at the elementary level. When teachers are supported to differentiate instruction, students have significantly higher literacy achievement scores, particularly for letter-word (g = +0.20, p = .014) and writing outcomes (g = +0.96, p < .001). The most successful programs took very different approaches to differentiation, including individualization, choice, and an alternate curriculum. However, across the studies, there was an alarming lack of information about the decision-making processes used to guide differentiation and there were no experimental or quasi-experimental studies on guided reading. This review may be helpful as schools clarify their vision for literacy differentiation.
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Propst, Tonya Gray. „The Relationship between the Undergraduate Music Methods Class Curriculum and the Use of Music in the Classrooms of In-Service Elementary Teachers“. Journal of Research in Music Education 51, Nr. 4 (Dezember 2003): 316–29. http://dx.doi.org/10.2307/3345658.
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The purpose of this study was to determine which experiences in undergraduate elementary music methods curricula were the strongest predictors of the amount of time elementary classroom teachers used music weekly in their classrooms. A discriminant analysis procedure was used to determine whether the variable clusters considered simultaneously were significant predictors of the amount of time elementary classroom teachers ( n = 297) use music in their classrooms. Of the three variable cluster groupings, two were found to contribute uniquely to the definition of the discriminant function. More than 42% of the subjects were correctly classified as to the amount of time they used music in their classroom by simultaneously considering Variable Cluster 1 (participating in folk dances, singing games, movements; integrating music with academic subjects; creating songs, rhythms, movements) and Variable Cluster 3 (developing call charts; teaching lessons on musical concepts; practicing solfege; reading music notation; playing musical recordings as background music; identifying names of instruments in the orchestra).
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Clark, Erica, M. Anne George, Cindy Hardy, Wendy A. Hall, Peter D. MacMillan, Stacey Wakabayashi und Kathleen Hughes. „Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada“. International Journal of Alcohol and Drug Research 3, Nr. 1 (19.03.2014): 25–34. http://dx.doi.org/10.7895/ijadr.v3i1.119.
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Clark, E., George, M., Hardy, C., Hall, W., MacMillan, P., Wakabayashi, S., & Hughes, K. (2014). Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada. The International Journal Of Alcohol And Drug Research, 3(1), 25-34. doi:10.7895/ijadr.v3i1.119Aim: Exploratory assessment of a professional development program for teachers supporting students with Fetal Alcohol Spectrum Disorder (FASD).Design: A mixed-method research design, using qualitative descriptive and quasi-experimental methods, was employed.Setting: The study occurred in selected public elementary schools in a British Columbia school district.Participants: Elementary school teachers and students with FASD.Measures: For the quasi-experimental component, the Behavior Assessment System for Children, 2nd edition (BASC-2) Teacher Rating Scale (TRS), and Student Observation System assessed classroom behavior. The Curriculum-Based Measure (CBM) assessed reading, writing, and mathematics skills of children with FASD. Inductive thematic analysis was used to derive themes from teachers’ interviews.Findings: A statistically significant improvement in intervention students’ classroom behavior was observed. An improvement of moderate effect size was seen for academic achievement, although the changes were not statistically significant. Teachers reported that the professional development program changed their teaching practice. Intervention teachers described how they redefined students’ behaviors and adapted their teaching practice to accommodate students’ neurological deficits.Conclusions: The results provide preliminary support for the effectiveness of the professional development program for elementary school teachers teaching students with FASD. Further research is needed with a larger sample size to reduce type II error.
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Hasani, Aceng, Dase Erwin Juansah, Indah Juwita Sari und R. Ahmad Zaky El Islami. „Conceptual Frameworks on How to Teach STEM Concepts in Bahasa Indonesia Subject as Integrated Learning in Grades 1–3 at Elementary School in the Curriculum 2013 to Contribute to Sustainability Education“. Sustainability 13, Nr. 1 (27.12.2020): 173. http://dx.doi.org/10.3390/su13010173.
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This study aimed to develop conceptual frameworks on how to teach STEM concepts in a Bahasa Indonesia subject as integrated learning. This study used a mixed-methods research design that consisted of a document analysis, a survey, and a systematic review. To address the aims of this study, we first determined the STEM concepts on basic competencies of a Bahasa Indonesia subject of Grades 1–3 at elementary school level in the curriculum 2013; the recommended teaching and learning strategies in learning STEM concepts integrated into a Bahasa Indonesia subject of Grades 1–3 at elementary school in the curriculum 2013; and the first proposed conceptual frameworks on how to teach STEM concepts in a Bahasa Indonesia subject as an integrated learning in Grades 1–3 at elementary school level in the curriculum 2013 based on systematic review. The results showed that the conceptual frameworks on how to teach science concepts in a Bahasa Indonesia subject as integrated learning in Grades 1–3 at elementary school level in the curriculum 2013 consisted of Bahasa Indonesia as the main goal and science concepts as an approach to address goals, and recommends it be taught using reading. The conceptual framework on how to teach technology concepts in a Bahasa Indonesia subject as an integrated learning in Grades 1–3 at elementary school level in the curriculum 2013 consisted of Bahasa Indonesia as the main goal and technology concepts as an approach to address goals, and recommends that it be taught using reading. These findings will be useful to Indonesian teachers and teachers in other countries that have integrated science or STEM concepts in the language subject in their curricula as integrated learning or will use integrated learning in their future curricula to contribute to sustainability education.