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Syarif, Ahmad. "PEMBELAJARAN LITERASI MEMBACA SISWA SEKOLAH DASAR KELAS I." As-Syar'i : Jurnal Bimbingan & Konseling Keluarga 1, no. 2 (2019): 125–38. http://dx.doi.org/10.47467/as.v1i2.88.
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ABSTRACT
 This study aims to understand deeply the learning of literacy reading in elementary school class I. The research problem is based on the low student interest in learning, low literacy reading skills, and the teacher is too focused on the 2013 curriculum without facilitating student needs. The research method uses a qualitative approach to the design of phenomenology with the stages of essence deepening, variations in imagination, and reduction of phenomenology. The time and place of the study were conducted at Cijambu Elementary School in Elementary School I class, located at Jln Cigombong Station, Bogor Regency. The study was conducted for six months. The results were obtained that reading literacy learning uses Curriculum 2013 with the aim of reading comprehension. Learning media use word cards and learning strategies use the phonic approach for those who cannot read and the direct approach for those who have mastered phonemic awareness. Evaluation of learning is carried out formally according to the curriculum without an innovation development in the form of literacy assessment. Recommendations namely, this research should be developed in other aspects of language to be more comprehensive.
 Keywords: Learning, Reading Literacy, Grade I Students
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Shapiro, Edward S. "Use of Gickling's Model of Curriculum-Based Assessment to Improve Reading in Elementary Age Students." School Psychology Review 21, no. 1 (1992): 168–76. http://dx.doi.org/10.1080/02796015.1992.12085603.
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Klages, Carol, and Mary-Margaret Scholtens. "Pedagogical Efficacy of Connections-OG in 3-D®: A Reading Program Based on the Science of Reading." Frontiers in Education Technology 3, no. 4 (2020): p10. http://dx.doi.org/10.22158/fet.v3n4p10.
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No one disputes the importance of reading to life, career, and success. What is under debate is how to teach one to read. This research investigation analyzes the pedagogical efficacy of the Connections-OG in 3-D® reading program. Connections: OG in 3D® is a structured literacy curriculum that systematically teaches the entire structure of the English language. Each lesson provides direct, explicit instruction in the five components of reading, as outlined in the NRP Report (2000). Five elementary schools, in Arkansas and Missouri, used this program with fidelity to teach all their early elementary students how to read. The application of the Connections: OG in 3D® began in 2017 and continues to present day. Each school conducted its own assessments to determine student reading success. These assessments were collected, analyzed, and reviewed by sources outside the school district and Connections: OG in 3D®. The results of utilizing a structured literacy program based on the science of teaching reading is shared.
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Schmidt, Renita, Mary M. Jacobs, and Heidi Meyer. "Sociopolitical testing discourses in elementary teachers’ talk about reading assessment." English Teaching: Practice & Critique 16, no. 3 (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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Voß, Stefan, and Yvonne Blumenthal. "Assessing the Word Recognition Skills of German Elementary Students in Silent Reading—Psychometric Properties of an Item Pool to Generate Curriculum-Based Measurements." Education Sciences 10, no. 2 (2020): 35. http://dx.doi.org/10.3390/educsci10020035.
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Given the high proportion of struggling readers in school and the long-term negative consequences of underachievement for those affected, the question of prevention options arises. The early identification of central indicators for reading literacy is a noteworthy starting point. In this context, curriculum-based measurements have established themselves as reliable and valid instruments for monitoring the progress of learning processes. This article is dedicated to the assessment of word recognition in silent reading as an indicator of adequate reading fluency. The process of developing an item pool is described, from which instruments for learning process diagnostics can be derived. A sample of 4268 students from grades 1–4 processed a subset of items. Each student template included anchor items, which all students processed. Using Item Response Theory, item statistics were estimated for the entire sample and all items. After eliminating unsuitable items (N = 206), a one-dimensional, homogeneous pool of items remained. In addition, there are high correlations with another established reading test. This provides the first evidence that the recording of word recognition skills for silent reading can be seen as an economic indicator for reading skills. Although the item pool forms an important basis for the extraction of curriculum-based measurements, further investigations to assess the diagnostic suitability (e.g., the measurement invariance over different test times) are still pending.
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Slavin, Robert E., Cynthia Lake, Bette Chambers, Alan Cheung, and Susan Davis. "Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis." Review of Educational Research 79, no. 4 (2009): 1391–466. http://dx.doi.org/10.3102/0034654309341374.
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This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 12 weeks, valid achievement measures independent of the experimental treatments, and a final assessment at the end of Grade 1 or later. A total of 63 beginning reading (starting in Grades K or 1) and 79 upper elementary (Grades 2 through 5) reading studies met these criteria. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone.
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Kurniaman, Otang, Eddy Noviana, and Zufriady Zufriady. "Developing DRTA (Directed Reading Thinking Activity) Strategy Teaching Materials for Elementary School Students in Improving Reading Prediction Skills." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (2021): 261–72. http://dx.doi.org/10.35445/alishlah.v13i1.350.
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The purpose of this study was to develop appropriate reading teaching materials for use in elementary schools. The study used the 4D research method by developing reading teaching materials using the DRTA strategy in predicting reading. Several analyzes the defining phase of needs analysis, including curriculum, concepts, and tasks. While in the study of students about the suitability of teaching materials developed with the level of student development. The design phase of teaching material development begins with the design of RPP with the curriculum. The format and preparation of teaching materials are modified from the cover, preface, table of contents, usage instructions, concept maps, competencies to be achieved, tasks, and work instructions. The development phase includes the validation of teaching materials and RPP. Then the product is tested to see the practicality and effectiveness of the teaching materials that have been developed. Research results explained RPP validation for aspects of learning objectives with an average of 94 very valid and aspects of learning material with 100 very valid. The dissemination stage of the assessment process for reading skills is done using an assessment rubric. The average class value at meeting 1 is 93.34. The second meeting is 89.142. The third meeting is 85.92 with an overall average of 89.46 with a very good category. The assessed aspects are several student skills, from predicting reading activities, reading techniques, filling in the meaning of words that have not been understood, writing down the main contents of the reading text, and summarizing the summary of the reading contents.
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Holder, Ashley J. "The Effectiveness of Repeated Reading on Increasing the Reading Fluency of Struggling Readers." International Research in Higher Education 2, no. 2 (2017): 74. http://dx.doi.org/10.5430/irhe.v2n2p74.
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The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are an effective practice for increasing the reading fluency of struggling readers. The student showed significant improvement with her reading fluency. In addition, she showed gains on her running record and oral reading fluency scores.
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Villanyi, Denise, Romain Martin, Philipp Sonnleitner, Christina Siry, and Antoine Fischbach. "A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (2018): 225. http://dx.doi.org/10.3991/ijet.v13i10.8876.
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Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.
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Abidin, Yunus. "OPTIMALISASI PENERAPAN MODEL PENILAIAN OTENTIK UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR." TARBIYA: Journal of Education in Muslim Society 2, no. 1 (2014): 109–20. http://dx.doi.org/10.15408/tjems.v1i1.1121.
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Abstract: The priority issue in this study is the lack of reading comprehension ability of elementary students. One cause of this condition is emerging that reading comprehension is still ongoing learning monotonous and did not using authentic assessment. To improve the reading comprehension skills of primary school students, this research was optimizing the using of authentic assessment model in teaching reading comprehension. This research was conducted by using the quasi-experimental method. Research samples were elementary school students from three schools with three different characteristics. Data were collected using a test technique. The data were processed using the statistical testing anova test. Based on the research and the results of the data analysis it can be concluded that the model of authentic assessment with proper design can enhance the ability of elementary school students' reading comprehension. DOI: 10.15408/tjems.v1i1.1121
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Anugrahana, Andri. "HAMBATAN GURU SD DALAM PENYUSUNAN SPP (SUBJECT SPECIFIC PEDAGOGY) SPKURIKULUM BARU DI SEKOLAH DASAR." Satya Widya 35, no. 2 (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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Chaves-Sousa, Séli, Iolanda Ribeiro, Fernanda Leopoldina Viana, Ana Paula Vale, Sandra Santos, and Irene Cadime. "Validity Evidence of the Test of Word Reading for Portuguese Elementary Students." European Journal of Psychological Assessment 33, no. 6 (2017): 460–66. http://dx.doi.org/10.1027/1015-5759/a000307.
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Abstract. This article presents data concerning the validity evidence of a test of word reading (TLP – Teste de Leitura de Palavras) that assesses single-word reading accuracy in Portuguese students from Grades 1 to 4. The test is composed of four vertically scaled forms, one for each grade, allowing for the evaluation of students’ word reading progression. In the internal structure-related evidence validity study, administration of the TLP to 905 Portuguese elementary students confirmed its one-dimensional structure. In the evidence based on the relationship with other variables’ study, 280 Portuguese elementary students were assessed with each TLP test form and criterion measures (reading tests, digit span, and vocabulary measures). Significant correlations were observed between results from the TLP test forms, reading instruments, short-term memory, and vocabulary measures. These results revealed adequate evidence based on internal structure and evidence based on the relationship to other variables of the TLP for the assessment of word reading accuracy in Portuguese elementary students.
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McGee, Christy. "Artful Teaching and Science Investigations: A Perfect Match." Gifted Child Today 41, no. 1 (2017): 41–53. http://dx.doi.org/10.1177/1076217517735861.
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Tomlinson’s explanation of Artful Teaching and her 2017 expansion of this concept The Five Key Elements of Differentiation provide the theoretical framework of this examination of the need for science investigations in elementary schools. The Artful Teaching framework uses an equilateral triangle with vertices labeled The Teacher, The Student, and The Content illustrating the need to incorporate these components when designing lessons. The Five Key Elements of Differentiation show essential elements of the environment, curriculum, assessment, instruction, and leadership and management as approaches to ensure artful teaching. This article examines how elementary schoolteachers can and should create interesting science investigation for students. A Moon Study unit provides an example of combining the five key elements of differentiation, artful teaching, and Next Generation Science Standards (NGSS) to create a first grade unit that encompasses reading, writing, science concepts, student readiness levels, and respectful tasks to assist students in participating in inquiry-based science exploration.
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Ortlieb, Evan, and F. D. McDowell. "Looking closer at reading comprehension." English Teaching: Practice & Critique 15, no. 2 (2016): 260–75. http://dx.doi.org/10.1108/etpc-08-2015-0069.
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Purpose Reading comprehension levels of elementary students have not significantly improved in the twenty-first century, and, as a result, the need for systematic and intensive reading interventions is as high as ever. Literacy clinics are an ideal setting for struggling readers to experience success through the implementation of a cyclical approach to individual assessment, planning, instruction and evaluation. Yet, additional research is needed to create current and relevant models of literacy clinics for today’s diverse learners. This paper aimed to measure the effects of an experimental approach to reading comprehension instruction for third graders within an off-campus literacy clinic; the intervention involved a scope and sequence of comprehension strategies in which students had to demonstrate skill mastery before progressing to the next skill. Design/methodology/approach This investigation used a classic controlled experiment design by randomly assigning half of the literacy clinic participants (30) to either a control or experimental group. The previous year-end’s Criterion-Referenced Competency Test (CRCT) scores of the participants were used as indicators (or base lines) of each participant’s preexisting level of reading achievement. Findings There was a statistically higher achievement rate in the experimental group as measured by the CRCT statewide assessment with a Cohen’s effect size value (d = 0.79) suggested a moderate to high practical significance. Practical implications This study’s findings are relevant to those involved in literacy remediation, including literacy clinic directors, preservice educators and curriculum directors. Originality/value This paper is one of a kind in that it is the first to trial a scope and sequence of evidence-based comprehension strategies for comprehension improvement in primary school students. The findings call for major changes to thinking about how we improve students’ reading skills by focusing on depth rather than breadth.
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Shinn, Mark R., Gerald A. Tindal, Deborah Spira, and Doug Marston. "Practice of Learning Disabilities as Social Policy." Learning Disability Quarterly 10, no. 1 (1987): 17–28. http://dx.doi.org/10.2307/1510751.
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This research presents an analysis of learning disabilities from a social-policy perspective. The reading performance of three groups of elementary students was systematically measured during the spring of the school year: regular education students receiving no supplemental instructional services, regular education students receiving remedial Chapter 1 services, and students labeled as learning disabled. The measures consisted of Curriculum-Based Assessment procedures, following the format developed at the Institute for Research on Learning Disabilities at the University of Minnesota. Students' reading performance was compared across the three groups, including the means and semi-interquartile ranges. A discriminant function analysis was applied to predict group membership. The three groups were sorted by level of reading skill with (a) very different means, (b) minimum overlap, and (c) high accuracy in classification. The results support the notion that schools may be consistent in their decision making and allocation of service delivery on the basis of students' classroom achievement. Regardless of legal or scientific definition, it is argued that schools widely employ a social-policy definition of learning disabilities designed to serve students most deficient in achievement.
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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, no. 1 (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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Paese, Paul C. "Assessment of a Teacher Education Program Based on Student Intern Performance." Journal of Teaching in Physical Education 5, no. 1 (1985): 52–58. http://dx.doi.org/10.1123/jtpe.5.1.52.
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The initial purpose of this study was to assess the differences between five physical education majors and five elementary education majors at the entry level of a teacher education program. Elementary education majors pursue a certification in elementary education (classroom), but must also work on a certification in one other elementary specialization (i.e., physical education, health, reading). An experimental teaching unit (ETU) with pre- and posttests was used to determine student achievement and differences between the two entry level groups in various criterion process variables. Both entry level groups of student interns were also compared to five student teachers in physical education, who were from the same teacher preparation program and had completed the same ETU the previous year. Results indicated that the two entry level groups were fairly equal in overall teaching effectiveness. When the two entry level groups of interns were compared to the student teacher group, it was concluded that the entry level groups were more effective teachers. This conclusion was generated after data analysis indicated a significant difference (P < .05) between groups on student skill gain (pre- to posttest in ETU), management time, activity time, and engaged motor. A restructuring of this teacher preparation program is recommended.
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Cho, Eunsoo, Philip Capin, Greg Roberts, and Sharon Vaughn. "Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression." Journal of Learning Disabilities 51, no. 6 (2017): 565–77. http://dx.doi.org/10.1177/0022219417719887.
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Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading comprehension outcomes for fifth-grade struggling readers ( n = 102) participating in an intensive reading intervention. Quantile regression models showed that ORF slope significantly predicted performance on a sentence-level fluency and comprehension assessment, regardless of the students’ reading skills, controlling for initial ORF performance. However, ORF slope was differentially predictive of a passage-level comprehension assessment based on students’ reading skills when controlling for initial ORF status. Results showed that ORF explained unique variance for struggling readers whose posttest performance was at the upper quantiles at the end of the reading intervention, but slope was not a significant predictor of passage-level comprehension for students whose reading problems were the most difficult to remediate.
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Danforth, P. E., T. M. Waliczek, S. M. Macey, and J. M. Zajicek. "The Effect of the National Wildlife Federation's Schoolyard Habitat Program on Fourth Grade Students' Standardized Test Scores." HortTechnology 18, no. 3 (2008): 356–60. http://dx.doi.org/10.21273/horttech.18.3.356.
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The purpose of this study was to determine if participation in the National Wildlife Federation's Schoolyard Habitat Program (SYHP) had an effect on the standardized test scores of fourth grade primary school students in Houston, Texas. To conduct the study, three pairs of Houston elementary schools were matched by student demographics of ethnicity and economics. The treatment group included a total of 306 fourth grade students whose teachers were using the SYHP. The control group consisted of a total of 108 fourth grade students whose teachers used a more traditional curriculum. To measure academic achievement, changes in standardized test scores (Texas Assessment of Knowledge and Skills) were compared between students' third grade data and their fourth grade data. Results showed that those students participating in the SYHP had significantly increased math scores when compared with peers in schools that were taught using a more traditional curriculum. However, overall, few differences were found in comparisons of reading scores of those students taught with SYHP and those taught using a more traditional curriculum.
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Cannon, Joanna E., Anita M. Hubley, Julia I. O’Loughlin, Lauren Phelan, Nancy Norman, and Alayna Finley. "A Technology-based Intervention to Increase Reading Comprehension of Morphosyntax Structures." Journal of Deaf Studies and Deaf Education 25, no. 1 (2019): 126–39. http://dx.doi.org/10.1093/deafed/enz029.
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Abstract The purpose of this study was to examine the effectiveness of a technology-based intervention (LanguageLinks: Syntax Assessment and Intervention®; Laureate Learning Systems, Inc., 2013) to improve reading comprehension for d/Deaf and hard of hearing (DHH) elementary students. The intervention was a self-paced, interactive program designed to scaffold learning of morphosyntax structures. Participants included 37 DHH students with moderate to profound hearing levels, 7–12 years of age, in Grades 2–6. Assessment data were collected pre- and post- an 8-week intervention using a randomized control trial methodology. Findings indicate the intervention did not appear to be effective in improving performance, and 17 out of 36 morphosyntax structures were found difficult to comprehend for participants in the treatment group. These difficult structures included aspects of pronominalization, the verbal system, and number in nouns. Results are compared to previous research, with recommendations for future areas of research related to increasing knowledge of morphosyntax for learners who are DHH.
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Clark, Erica, M. Anne George, Cindy Hardy, et al. "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, no. 1 (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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Lestari, Ni Putu Yeni, and I. Made Citra Wibawa. "Learning Videos to Improving Students’ Reading Comprehension in Elementary School." International Journal of Elementary Education 5, no. 2 (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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Orel, E. A., and A. A. Kulikova. "Analysis of psychometric properties of the diagnostic tool for socio-emotional habits assessment in elementary school." Современная зарубежная психология 7, no. 3 (2018): 8–17. http://dx.doi.org/10.17759/jmfp.2018070301.
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The article describes validation process of the diagnostic tool for monitoring assessment of socio-emotional habits in elementary school. The tool is based on the Big Five model and includes three scales: Goal achievement, Cooperation and Emotional control. Two validation researches have been conducted, both on third-grade students from Moscow and Tatarstan elementary schools. Preliminary research (N=1318) examined the construct validity and reliability of the questionnaire. Confirmatory and exploratory factor analysis and methods of Modern Test Theory have confirmed hypothecated factorial structure. Subsequent research (N=2559) proved criterion validity of the questionnaire: it showed expected level and direction of correlation with the results of reading and mathematical skills testing. Presented questionnaire can be used for group monitoring assessment of socio-emotional development in elementary school.
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Uglanova, I. L., I. V. Brun, and G. M. Vasin. "Evidence-Centered Design method for measuring complex psychological constructs." Современная зарубежная психология 7, no. 3 (2018): 18–27. http://dx.doi.org/10.17759/jmfp.2018070302.
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The article describes validation process of the diagnostic tool for monitoring assessment of socio-emotional habits in elementary school. The tool is based on the Big Five model and includes three scales: Goal achievement, Cooperation and Emotional control. Two validation researches have been conducted, both on third-grade students from Moscow and Tatarstan elementary schools. Preliminary research (N=1318) examined the construct validity and reliability of the questionnaire. Confirmatory and exploratory factor analysis and methods of Modern Test Theory have confirmed hypothecated factorial structure. Subsequent research (N=2559) proved criterion validity of the questionnaire: it showed expected level and direction of correlation with the results of reading and mathematical skills testing. Presented questionnaire can be used for group monitoring assessment of socio-emotional development in elementary school.
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Stein, Marc L. "Supporting the Summer Reading of Urban Youth." Education and Urban Society 49, no. 1 (2016): 29–52. http://dx.doi.org/10.1177/0013124516630595.
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This article presents an evaluation of the first 2 years of a research-based summer learning program that provided self-selected and developmentally appropriate books to students in low-income and low-resource elementary schools by a local philanthropic organization in a large urban district. The evaluation found evidence of a positive effect of participation in the program on the state year-end standardized reading assessment but found no statistically significant effects on the proximal measures of reading achievement in the fall after summer vacation. The article also provides an analysis of implementation of the program and lessons learned that could be useful to other organizations that are interested in implementing similar programs.
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Arifin, Moch Bahak Udin By, and Kurnia Laili Fitria. "The Implemantation of Islamic Character Through Developing Material of Indonesian Language in 3rd Grade of Islamic Elementary School." Madrosatuna: Journal of Islamic Elementary School 1, no. 1 (2017): 23. http://dx.doi.org/10.21070/madrosatuna.v1i1.1212.
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This research has purpose to implementation of Islamic characteristic by developing material intensive reading of Indonesian language for third grade of Islamic elementary school Darussalam Sidoarjo. From the result of this research will produce a teaching material be in the form of intensive reading text book based on Islamic character for third grade of Islamic elementary school. This research used Research and Development (R&D) method or research development by using developing model of Walter Dick and Lou Carey. The instrument that used to collecting data is exercise test, questionnaire and rating scale. By the implementation of Islamic character in the teaching material of Indonesian language, there should to integrated in value of Islamic character, religious and responsible to the material, implicitly, showing through the picture illustration , narration and teaching learning activity that has been done. From the result of assessment and analysis from all of third grade students of Islamic elementary school Darussalam Sidoarjo has shown the improvement and use religious and responsible character.
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Rodriguez-Barrios, Ernesto U., Roberto Angel Melendez-Armenta, Sandra G. Garcia-Aburto, et al. "Bayesian Approach to Analyze Reading Comprehension: A Case Study in Elementary School Children in Mexico." Sustainability 13, no. 8 (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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Anggraini, Cicilia Clara Devi, Tri Murwaningsih, and Retno Winarni. "Development of Materials Are Based on Character Values to Improve Intensive Reading Skill Students for Class III in Elementary School." International Journal of Multicultural and Multireligious Understanding 5, no. 2 (2018): 118. http://dx.doi.org/10.18415/ijmmu.v5i2.131.
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This research aims to develop learning material is insight of a fairy tale that containing character values for grade 3 students through a handbook, consisting of teacher books and student books that can improve students’ intensive reading skills. This fairy tale material involves learning fairy tales with character-oriented insights and guided by using the correct intensive reading skill steps and easy to learn, understand, and understood by the students. This instructional material is equipped with competency map to be achieved by the students, description of student learning materials, student learning activities, exercise questions, reflection, and assessment used to measure students ‘competence to the students’ intensive reading skill. Research method in this development is using Borg and Gall technique. Expert validation results show content-oriented teaching materials to improve students’ intensive reading skills that are valid and highly viable to use. Students’ responses to the understanding of character values are increasing. Teaching materials based on character values to enhance intensive reading skills can improve the intensive reading skill of students’ fairy tales. The results of this study indicate that there is a significant difference between post test of experimental group and control group. Mean experimental group postest 83.6 and average control group postestscore of 78, both groups had a difference of 5.6, indicating a significant increase in increment. So it can be said that the experimental group of learning by using old teaching materials plus storytelling materials with character values insight to improve intensive reading skills more effectively improve student learning outcomes.
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Navarro, Juan-José, and Catalina V. Mourgues-Codern. "Dynamic Assessment and Computerized Adaptive Tests in Reading Processes." Journal of Cognitive Education and Psychology 17, no. 1 (2018): 70–96. http://dx.doi.org/10.1891/1945-8959.17.1.70.
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The development of novel educational assessment models founded on item response theory (IRT), as well as software tools designed to implement these models, has contributed to the surge in computerized adaptive tests (CATs). The distinguishing characteristic of CATs is that the sequence of items on a test progressively adapts to the performance levels of students as they are taking it. An important advantage of CATs is that they can reduce the duration of the assessment by automatically excluding in real time those items that are either too easy or too hard for a student’s capabilities. Furthermore, a CAT can provide real-time feedback to students based on their ongoing performance on the test. More recently, dynamic CATs have emerged that include special features (e.g., graduated prompts, pretest and posttest assessment items, cognitive scaffolding items) to assess the proximal development zone of the students. This allows test administrators to obtain information about the kind and level of mediation required by the students to reach their optimal performance. The following article presents some initial results from the experimental application of a computerized adaptive dynamic assessment battery of reading processes in a sample of Spanish-speaking elementary school students. Specifically, the aim was to analyze the effect of the graduated prompts implemented in a syntactic awareness test on the results obtained. In addition, preliminary results regarding the predictive and incremental validity of dynamic scores on reading competence are presented and discussed.
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., Fahrurrozi, I. Sehatin Kaban, and Ratna Sari Dewi. "Model Assessment of Preliminary Reading Skills Based on Whole Language Learning in Early Grade of Elementary School Students." Journal of Engineering and Applied Sciences 14, no. 1 (2019): 8470–72. http://dx.doi.org/10.36478/jeasci.2019.8470.8472.
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Choi, Lee Jin. "Sociocultural research on L2 reading in L1 settings: a critical review on the past 30 years." English Teaching: Practice & Critique 18, no. 4 (2019): 429–49. http://dx.doi.org/10.1108/etpc-09-2018-0080.
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Purpose With an increasing emphasis on the reading development of L2 learners of English and a growing body of literature on L2 reading, it is now time to examine what the current research on L2 reading says about L2 learners’ reading development and to discuss what would be a desirable future for L2 reading studies. Focusing on the L2 reading of upper elementary, middle and high school students in L1 settings, this study aims to carefully, but critically, explore the major research studies published in the past three decades. In particular, it uses sociocultural and critical frameworks that view language as a social phenomenon and literacy as a constellation of socially contextualized practices to explore the issue of L2 reading. Design/methodology/approach To identify key findings about L2 reading, a systematic literature review of studies examining L2 reading in L1 settings was conducted. A critical examination and analysis of 91 studies on L2 reading for upper elementary students (Grades 4-12) are presented here. Based on the literature review, the major issues addressed in the previous section are revisited, and the requirements of future research on L2 reading are discussed. Findings Three major changes have taken place in L2 reading studies: from monolingual/L1-based research to multilingual/L2-based research; developing the socially situated model of literacy (literacies); and adopting a sociocultural and critical lens: L2 reading and L2 reading assessment. Based on the critical review of the major research studies published in the past three decades, this paper identifies the research and approach required to advance the field of L2 reading: the continua of L1 and L2 reading, macro–micro analysis of L2 reading context and diversification of L2 reading research. Originality/value Based on a systematic literature review, it demonstrates the current trends in L2 reading research, to examine the key findings and implications, and to identify what additional research or paradigms are required to advance the field. The literature review presented in this paper helps language educators, policy-makers and school administers at all levels in both first-and second-language contexts to better understand the rapidly increasing number of L2 English learners in L1 classroom settings.
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Nurmahanani, Indah. "Social Cognitive Approach through Interactive Multimedia for Early Reading Learning." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 1 (2021): 32. http://dx.doi.org/10.30595/dinamika.v13i1.9301.
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This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.
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Szanto, Biborka. "Reading and writing comprehension in the mother tongue in the Romanian national assessment – objectives, tests, results." Technium Social Sciences Journal 9 (June 11, 2020): 20–31. http://dx.doi.org/10.47577/tssj.v9i1.933.
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In Romania the basic competencies (reading and writing in the student’s mother tongue and in Romanian language in the case of students studying in minority schools, mathematical literacy) of students at the end of the 2nd and 4th grade of primary education are assessed starting with the school year 2013/2014. The paper analyses the tests of the national assessment designed and applied for measuring reading and writing skills in the mother tongue (in Hungarian language). The paper concludes that the tests are not carefully designed in order the measure the most important skills and abilities at the end of the 2nd and 4th grade. The study analyses the achievement in reading and writing of 2nd and 4th grade students’ attending schools teaching in Hungarian. The analysis fills a gap, because the detailed qualitative analyses of the results of elementary school students whose learning language is Hungarian, is missing from the reports presenting the results of the national assessment. Based on the analyses of the objectives, tests and results of the national assessment for reading and writing in Hungarian, the paper formulates the questions that arise regarding the necessity of this measurement.
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Raharjo, Trubus, and Supra Wimbarti. "Assessment of learning difficulties in the category of children with dyslexia." Jurnal Konseling dan Pendidikan 8, no. 2 (2020): 79. http://dx.doi.org/10.29210/141600.
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This study is aimed to assess the diagnostic criteria for children with dyslexia. The diagnostic criteria are based on behavioral symptoms that appear in children with difficulty in reading and writing. The measurement of criteria of dyslexia is based on the criteria found in the specific learning difficulties category in DSM-5. Measurements were made of children who were considered to have learning difficulties as indicated by the inability and poor learning outcomes. Measurements were by testing the ability to read and write. Research used a qualitative approach with a case study method to obtain a description of the results. Research subjects were conducted on 65 elementary school students who had indications of learning difficulties. The results on the ability to read and write obtained as many as 28 students who were indicated to have criteria of dyslexia. Materials testing with aspects of phonological awareness and orthographic aspects. The next measurement is done by conducting an intelligence test using WISC III. Combining the results of measurements of reading and writing abilities and the results of intelligence tests are used to diagnose children with dyslexia, based on the criteria for indications of dyslexia taken from DSM-5. The results category on children with dyslexia can be diagnosed using one or more of the categories available on DSM-5
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R Hassenfeld, Ziva, Madhu Govind, Laura E De Ruiter, and Marina Umashi Bers. "If You Can Program, You Can Write: Learning Introductory Programming Across Literacy Levels." Journal of Information Technology Education: Research 19 (2020): 065–85. http://dx.doi.org/10.28945/4509.
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Aim/Purpose: This paper presents findings on a curricular intervention aimed at integrating computer programming with reading and writing in early elementary school. The purpose of this research was to explore the relation between students’ varying literacy levels and their level of success in mastering an introductory programming language. Methodology: This curricular intervention study was implemented in a single school district in southeastern Virginia. Of the district’s 33 elementary schools, eight schools received an external grant from the U.S. Department of Defense to introduce computer science in early elementary education. Standardized literacy test scores were correlated with internally developed, and age appropriate programming assessment scores from N = 132 second grade students. Contribution: This study is the first of its kind to look at how students at varying literacy levels succeed in mastering an introductory programming language when introduced through a literacy lens. Findings: The findings indicated that there was strong evidence for a weak, positive correlation between students’ literacy levels, as determined by the PALS assessment, and their programming mastery, as determined by the curricular programming assessments. The positive correlation suggests that there may indeed be underlying constructs that overlap between literacy and programming. Recommendations for Practitioners: Consider integrating computer programming as a foundational component of the literacy curriculum, especially in the early grades, where the two skill sets can mutually support one another. Recommendation for Researchers: Additional research is necessary, using a variety of literacy and programming measures, to continue to understand the relationship between emerging literacy and emerging computer programming skills. Impact on Society: Reimagining computer programming as a language has significant implications for how we teach programming in schools and how students then use programming out in the workforce. Future Research: Future work will repeat this curricular intervention with younger students: the district’s first grade and kindergarten classrooms. Introducing programming through the Coding as Literacy (CAL) approach even earlier in students’ literacy trajectories, we believe, will allow the positive impact of programming knowledge to influence students’ literacy development. In this next phase of our research agenda, we will collect pre and post literacy scores, both standardized and internally developed, to see the myriad ways that programming knowledge impacts literacy.
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Sari, Desi Ratna, Epon Nur'aeni Lukman, and Muhammad Rijal Wahid Muharram. "Analisis Kemampuan Siswa dalam Menyelesaikan Soal Geometri pada Asesmen Kompetensi Minimum-Numerasi Sekolah Dasar." FONDATIA 5, no. 2 (2021): 153–62. http://dx.doi.org/10.36088/fondatia.v5i2.1387.
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The implementation of the Minimum Competency Assessment (AKM) which will be held at the school education level, especially at the elementary school level requires preparation in order to carry it out. One of the components that must be prepared is from the students. The readiness of students in this case is seen as very important because as a subject that will be tested in the implementation of the Minimum Competency Assessment (AKM). The basic competencies that are tested on students are divided into two main components, namely reading literacy and numeracy. In the Numerical Minimum Competency Assessment (AKM), one of the materials tested is geometry. This study discusses the analysis of the ability of fourth grade elementary school students in solving geometry problems in the Numeration Minimum Competency Assessment (AKM). This study aims to see and describe the ability of fourth grade elementary school students in solving geometry problems in the Numeration Minimum Competency Assessment (AKM) in terms of the quality of student responses based on the results of students' completeness in completing tests and interviews. This study uses a qualitative description method. Data were obtained from the results of tests and interviews with fourth grade students in the neighborhood of RT 04 Pasirjaya, Tasikmalaya City. There is 1 grade IV student who is the subject of this research. The results of this study indicate that the student's ability to solve geometry problems in the Numeration Minimum Competence Assessment (AKM) is still low, with a percentage of 17.65%.
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Little, Michael. "Racial and Socioeconomic Gaps in Executive Function Skills in Early Elementary School." Educational Researcher 46, no. 2 (2017): 103–9. http://dx.doi.org/10.3102/0013189x17698700.
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This brief leverages the first ever nationally representative data set with a direct assessment of elementary school-aged children’s executive function skills to examine racial and socioeconomic gaps in performance. The analysis reveals large gaps in measures of working memory and cognitive flexibility, the two components of executive function included in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), based on racial group membership and socioeconomic status. Children’s initial gaps on entry into kindergarten in executive function measures are generally lower than gaps in measures of math and reading achievement. Furthermore, as children progress to the end of second grade, gaps in executive function skills commonly narrow for Black and Hispanic students as well as each socioeconomic status quintile. Implications and directions for future research are discussed.
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Balci, Ozgul. "The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes." Higher Education Studies 7, no. 4 (2017): 35. http://dx.doi.org/10.5539/hes.v7n4p35.
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This study investigated the effects of learning-style based activities on students’ reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary Mathematics Education at Necmettin Erbakan University in the fall semester of academic year 2012-2013. English was one of their compulsory courses and their self-reported language level was A1/A2 in terms of the self-assessment grid included in the Language Passport which is one of the three components of the European Language Portfolio. A total of 39 students in the experimental group and 39 in the control group participated in the study. The learning-style based activities were implemented in the experimental group, while the control group continued with routine classroom instruction without any attention to their learning styles. Both groups received three one-hour sessions weekly, for a total of eight weeks. Both the Reading Comprehension post-test scores and the Self-Efficacy Scale for English post-test scores were significantly different in favor of the experimental group. Also, a significant moderate positive correlation was found between English reading comprehension achievement and English self-efficacy. It can be concluded that learning-style based activities enhanced reading comprehension skills and English self-efficacy perceptions during this study.
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Polly, Drew, and Erik J. Byker. "Preparing Teacher Candidates to Successfully Complete A High-Stakes Licensure Assessment." International Journal of Designs for Learning 10, no. 1 (2019): 147–54. http://dx.doi.org/10.14434/ijdl.v10i1.25629.
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This design case describes the creation, implementation, and refinement of an online asynchronous teacher education course that supports elementary education teacher candi-dates in their design of learning segments in preparation for the high-stakes teacher education assessment, edTPA. edTPA is a performance-based assessment that is a requirement for teacher candidates to successfully complete to graduate and earn their initial teacher license. This design case will focus on the instructional design and assessment aspects of the edTPA assessment, in which candidates must design and implement a learning segment focused on a specific reading skill. The design case will include screen captures of the course, and describe the iterative design of developing the online course, as well as two cycles of revising the course based on data that includes feedback from candidates, input from faculty experts, as well as learning outcomes from the course and the high-stakes assessment. Data from teacher candidates who completed the course will be included to provide readers with a vicarious experience about the design case.
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Van der Boom, Edith, and Eunice Eunhee Jang. "The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills." Journal of Teaching and Learning 12, no. 2 (2018): 54–69. http://dx.doi.org/10.22329/jtl.v12i2.5105.
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The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students’ current skills of reading comprehension can support students’ learning. Intervention that moves between teacher and student allows for the adjustment of students’ cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn.
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Miller, Samuel D., and Nina Yochum. "Asking Students about the Nature of Their Reading Difficulties." Journal of Reading Behavior 23, no. 4 (1991): 465–85. http://dx.doi.org/10.1080/10862969109547754.
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This study examined students' perceptions of themselves as readers and the strategies they used to solve reading problems. Data was collected over a two-year period at two reading clinics from elementary grade level students ( N = 72). Subjects were interviewed about the types of reading difficulties they experienced and described how they attempted to remediate these difficulties. Additionally, subjects described the type of reader they wanted to become, how they might improve, and why a particular classmate was a good reader. All subjects except one was able to describe a reading difficulty. The most frequently stated perception was the ability to read words (77%), followed by the ability to comprehend text (14%). Most perceptions were confirmed by assessment data (75%). Whenever perceptions were not confirmed, problems either were found in another domain (word recognition vs. comprehension or vice versa) or were school-related (e.g., the inability to work successfully as a member of a reading group). A comparison of the word recognition and comprehension strategies students generated revealed differences in levels of knowledge they possessed. Students with word recognition difficulties knew that they had difficulty reading words and had developed strategies to deal with their problems; however, they lacked sufficient knowledge about why their strategies were ineffective and when they should use another one. Students with comprehension problems generally were unaware of their reading difficulties and frequently lacked any strategy to remediate them. Regardless of their reading difficulties and the strategies they used to remediate them, most students viewed word recognition as central to the reading process. Discussion focuses on how these findings can be used by clinicians to develop alternative assessments and by classroom teachers to develop strategy-based instruction.
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King, Kathleen R., Christine Rivera Gonzales, and Wendy M. Reinke. "Empirically Derived Subclasses of Academic Skill Among Children at Risk for Behavior Problems and Association With Distal Academic Outcomes." Journal of Emotional and Behavioral Disorders 27, no. 3 (2018): 131–42. http://dx.doi.org/10.1177/1063426617754082.
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Students with early indicators of behavior risk have predictable, negative outcomes, and those with co-existing academic problems have significantly more negative outcomes. Identifying academic subclasses of students with behavior risk can inform integrated interventions and school-based problem-solving teams. In addition, identifying academic strengths among a population of children typically only differentiated by severity of maladaptive behaviors may offer insight into academic resiliency. Using a sample of 676 elementary school students identified as behaviorally at risk, latent class analysis of reading and math indicators was conducted. Results indicated a three-class structure was the best fit for these data, with Class 1 (25%) having the least academic risk, Class 2 (37%) as below average reading and math, and Class 3 (38%) with significant academic deficits. Class membership was found to significantly predict end of year statewide assessment performance. While those behaviorally at-risk students with co-occurring academic deficits were very likely to fail the end of year assessments (Class 3; 88%–99% failure rates), those with stronger academic skills (Class 1) were increasingly more likely to pass (47%–56% pass rates). Practical implications, including intervention selection, and future directions are discussed.
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Warmbold-Brann, Kristy, Melissa A. Maras, Joni W. Splett, Marissa Smith-Millman, Hannah Dinnen, and Paul Flaspohler. "Examining the Long-Term Stability of a Strengths-Based Screener Over 2 Years." Journal of Psychoeducational Assessment 36, no. 8 (2017): 767–81. http://dx.doi.org/10.1177/0734282917720564.
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The success of universal screening for effective school mental health programs is dependent on the availability of usable measures as well as empirically based recommendations for use. The current study examined the long-term stability of a strengths-based social-emotional screening tool, the Devereux Student Strengths Assessment-Mini (DESSA-Mini). Elementary teachers rated students ( N = 273; kindergarten and first grade at Time 1) 3 times per year over 2 years to identify students for early intervention. Stability coefficients were moderate to large for continuous and categorical data but lower between years, and a transition matrix demonstrated greater movement across categories compared with prior research. A latent profile analysis with all six time-point T-Scores indicated four stability profiles. Three patterns were stable across all times while one profile improved over time. Profile results were compared with covariates of free and reduced-price lunch, special education, and intervention status as well as outcomes of reading achievement and behavior referrals. Practice implications and areas for future research are discussed.
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Utami, Dina Salsabella, and Agustina Tyas Asri Hardini. "Pengembangan Media Belajar Literasi Digital Berbasis Game Edukasi untuk Siswa Kelas 2 SD." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 5, no. 2 (2021): 218. http://dx.doi.org/10.26858/jkp.v5i2.20162.
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The purpose of this study is to increase the interest in reading from the problem of low interest in reading in grade 2 elementary students, with several factors of problems from low interest in reading and low reading skills of students are still lacking, the rise of types of entertainment such as playing games and watching TV so as to influence the attention of students choosing not to read. Researcher develop digital literacy learning media based on educational games by developing students to be able to play puzzles and read. With the media design created by Researcher, namely the collaboration between writing, images, and sounds, it is very important in communication and conveying messages to students, if students still do not know the word, they can see pictures and sounds that can help children in visualizing stories in reading. Researcher designed this media so that students can be interested and motivated and more enjoyable in digital literacy. Researcher used a type of development research (R&D) and a qualitative descriptive approach to percentage. For data analysis techniques that have been conducted consists of preliminary studies, product development, validity tests and conclusion drawing. The results of this study after analysis of the data of the assessment of material expert validation test by 100% and media experts by 84.2%, with the results have been qualified and eligible to be tested after improvement according to the advice of experts.
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Gore, C., D. Hill, and S. Lee. "C-57 Prematurity and Perinatal Insult: Examining the relationships between parent and teacher ratings of executive functioning and academic readiness." Archives of Clinical Neuropsychology 34, no. 6 (2019): 1086. http://dx.doi.org/10.1093/arclin/acz034.219.
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Abstract Objective Extremely preterm children and those with a history of perinatal insult (e.g., hemorrhage, hypoxic-ischemic injury) show higher rates of cognitive and academic problems, including executive functioning (EF). EF becomes increasingly important in elementary school as curriculum demands increase. The current study examines the relationship between parent- and teacher-reported EF and early academic performance in this population at school-age. Method This study reviewed retrospective neuropsychological evaluations in a sample of 135 patients (ages 3:9-10:5 years, M = 5.8) from an outpatient neurodevelopmental follow-up program for children with perinatal complication. Parent and teacher measures included: Behavior Assessment Scale for Children (BASC-2, 3) and Behavioral Rating Inventory of Executive Functioning (BRIEF, P, 2). Standardized child measures included: Bracken School Readiness (BBCS-III), and subtests from Wechsler Individual Achievement Test (WIAT-III) and Comprehensive Test of Phonological Processing (CTOPP-2). Results BRIEF parent ratings of working memory (p = 0.34) and emotional control (p = .025) were negatively correlated with school readiness. BRIEF teacher inhibition and working memory ratings were negatively correlated with math performance (p = .004 to p = .044), as well as rapid naming (p = .002 to p = .047) and school readiness (p = .048). BRIEF teacher ratings of planning/organization (p = .027), shifting (p = .024), and emotional control (p = .010) were negatively correlated with pre-reading measures. A 95% confidence interval was used. Conclusions Parent and teacher ratings of EF were significantly correlated with measures of academic readiness, early math skill, and pre-reading measures in this sample of children with a history of perinatal complications. Caregiver ratings can be useful in identifying children at-risk for academic problems upon school entry and requiring further neuropsychological evaluation.
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Pokupec, Martina, Diana Njerš, and Hilarija Lozančić Benić. "Assessment and Comparison of Tourism Vocabulary Skills in ESL Learners." Acta Economica Et Turistica 3, no. 1 (2017): 47–58. http://dx.doi.org/10.1515/aet-2017-0006.
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Abstract Teaching and learning English for professional purposes largely involves the acquisition of specialised vocabulary, with teaching methodology focusing on the development of understanding and usage of specific vocabulary items. Within the wide variety of professional purposes the language is acquired for, teaching learners of tourism and hospitality also requires a focus on a range of specific language skills, mostly based on understanding of diverse types of discourse and strong communication skills in varied language situations and contexts. English for professional purposes thus becomes more specific - English for Tourism and Hospitality - signalling a slightly different approach to teaching and learning, i.e. not heavily based on acquiring vocabulary skills, but shifting focus on strong communication skills and enhancement of the four elementary language skills: reading, writing, listening and speaking.This paper focuses on assessing and comparing receptive and productive vocabulary skills of learners of English as a Second Language (ESL), with a general hypothesis that learners with greater general language competences do not exhibit major problems in inferencing the meaning of specialised urban tourism vocabulary items.For this purpose, we selected 10 vocabulary items in context sentences and conducted the Vocabulary Knowledge Scale (VKS) test developed by Wesche and Paribakht (1996) with 1st years students of Tourism and Hospitality and students of Business Economics of the Libertas International University. The results obtained by descriptive statistics, Mann-Whitney U test and Spearman’s rank correlation confirm our general hypothesis.
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Quinto, Jayson A., Editha V. Rana, and Juana Nimfa P. Abrigo. "COMPUTER ORIENTED LANGUAGE LEARNING APPROACH (COLLAP) FOR STRUGGLING READERS." International Journal of Education, Psychology and Counseling 5, no. 35 (2020): 249–69. http://dx.doi.org/10.35631/ijepc.5350022.
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This action research applies the concept of hybrid instruction, as an instrument in developing reading comprehension skills of 35 grade 6 struggling readers of Demesa Elementary School. The study adopts the descriptive quantitative, that gauges the positive effects of technology-based instruction using online learning modules, through the use of computers and or other available digital technology and platforms capable of performing prescribed learning activities. The identified struggling readers engage in 20 stories in whichever they prefer; distant learning or face-to-face instruction. They engage with the online modules through viewing, listening, reading, and comprehension check. To interpret comprehension level, the software generated scores of each pupil in every story are converted to a percentage. Once they had finished the online modules they have undergone a post-assessment test. The result of both pre and post assessment, comparison of data through T-Test Two-Sample Assuming Equal Variance reflects a 66% increase in reading comprehension. This technological approach in ameliorating comprehension skills through established techniques facilitate learners in processing ideas to be able to answer comprehensively. This also shows that digital technology is more motivating among learners especially that their age is inclined in digital media. Pupils are eager and easily learn in times they are interested in things they are doing; intrinsic motivation became part of the comprehension process. The increase in reading comprehension of target participants tells that COLLAP is a powerful tool in distance learning that it can be catered in times when face-to-face instruction is not applicable due to the absence of learners. This also shows that parents have an integral part in enriching their learners' academic performance, their participation, as well as their support, becomes the key factor of children's achievement in both distant learning and face-to-face instruction.
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Herfina, Hanna, and Hanny Hafiar. "Evaluasi sikap siswa terhadap perpustakaan sekolah." Jurnal Kajian Informasi dan Perpustakaan 5, no. 2 (2018): 95. http://dx.doi.org/10.24198/jkip.v5i2.12359.
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The school library is not yet a favorite place for elementary school students. Many factors have contributed to this, among other the types of books available, unreliable library time, non-permanent librarians, even the scorn of friends who think of reading in the library as behavior that pretending to diligent. Many factors have contributed to this, such as the types of books available, unreliable library time, non-permanent librarians, even the scorn of friends who think of reading in the library as pretending to be diligent and smart, which cause students to be reluctant to regularly visit the library. Hence, classroom teachers need to reaffirm the library functions and persuade students to visit and utilize facilities in the library. This article presents the evaluation results of students attitude after receiving information about the library described by the classroom teacher. The method used in this study was descriptive study, with fourth-grade students of an elementary primary school as the object, data collection techniques used questionnaires, and data analysis used a single tabulation based on quantitative data. The results showed that students had a better attitude toward school libraries, from the cognitive aspects were such as knowledge, trust, and assessment, and the affective as well as conative aspects. Therefore, it is expected that schools through the classroom teacher can intensively spread information about the function of school libraries, and improve library facilities and services to the students, so they are accustomed to using the library as a first step in forming the love-literacy generation.
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Amin, Muh. "PENGEMBANGAN MODEL PEMBELAJARAN MEMBACA BERBASIS PERMAINAN BAGI PEMBENTUKAN KARAKTER SISWA SEKOLAH DASAR DI KOTA MAKASSAR." KONFIKS : JURNAL BAHASA DAN SASTRA INDONESIA 4, no. 1 (2017): 20. http://dx.doi.org/10.26618/jk.v4i1.1215.
Full textAbstract:
Research development is there stage of design, development, and dissemination. This research data includes expert test result data, practitioner test, and field test result. Data analysis uses qualitative and quantitative description techniques. The objective of the research is to produce the model product of PMBP-PK relating to learning planning (syllabus, RPP, LKS, and teaching materials) and the implementation of learning. The results of the research based on expert and practitioner's test on the feasibility of the content and validation of syllabus content is declared feasible. Percentage of structure effectiveness and syllabus criteria are effective as they reach 79.17%. Expert and practitioner test results on the feasibility and validation of RPP are eligible and valid. Percentage of suitability of structures and criteria reached the level of conformity of 3.68 or 92%. The result of feasibility test of LKS product is feasible based on expert and practitioner validator result. The percentage of conformity of LKS in the appropriate category is 87.5%. Expert and practitioner test results on teaching materials are declared eligible, valid, and appropriate (very suitable) category that is 3.78 or reach 94.5%. The result of the expert assessment of the reading of the game (whispered chain, read do, jumping word sphere, and word of discourse) reached the appropriate category (70.83%) and the practitioner's test result is very effective (97.92%). The results of field trials learning model reading as a whole are in good category. Research findings on PMBP-PK model products, (1) learning planning, implementation of learning, and assessment stated valid, effective, and practical, (2) games in reading learning according to the age level of second grade students of elementary school, and (3) according to the game in learning in positive / good category.
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Masitoh, Masitoh. "Peningkatan Kemampuan Membaca Kalimat Dengan Aksara Lampung Melalui Penerapan Model Pembelajaran Literasi Informasi Siswa Kelas Iv Sdn 04 Tanjung Aman Kotabumi Tahun Pelajaran 2020/2021." Edukasi Lingua Sastra 19, no. 1 (2021): 31–38. http://dx.doi.org/10.47637/elsa.v19i1.323.
Full textAbstract:
The learning material in Lampung language is quite difficult to learn by elementary students. One of those were the material Lampung’s script reading. The teacher should be able to carry out the planning and learning experiences that will be provided to students properly. The teacher should be good at using a learning model that can improve students’ reading ability and motivation to learn Lampung’s script. One of those models that can be use by the teacher were information literacy learning model. The problem of this research is the improvement of students’ reading abilityto read Lampung’s script sentences through the implemenation of information literacy learning model at fourth grade students of sdn 04 Tanjung Aman Kotabumi in academic year2020/2021 The research objective was to describe the improvement of students’ reading ability to read Lampung’s script sentences through the implemenation of information literacy learning model at fourth grade students of sdn 04 Tanjung Aman Kotabumi in academic year 2020/2021 Classroom Action Research was applied in this research that devided into 4 steps, i.e; planning, implementing, observing and reflection. For the implementing steps was carried out in three cycle. Based on the implementation that already applied in this reserach, it could be conclude that the application of the information literacy learning model could improve the students learning process by reading Lampung’s script sentences. It could be seen based on the result as follows; (1) The precentage of the completeness of the assessment of the students’ ability to read Lampung’s script sentences in cycle I = 70% (22 students), cycle II = 85% (26 students), and cycle III= 98% (30 students). (2) The percentage of the model application of learning information in cycle I= 70%, cycle II= 83%, and cycle III= 95%.