Relevant bibliographies by topics / Third graders

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Third graders'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2024

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Journal articles on the topic "Third graders"

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Borenson, Henry. "Algebra for Gifted Third Graders." Gifted Child Today Magazine 10, no. 3 (May 1987): 54–56. http://dx.doi.org/10.1177/107621758701000339.

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Loosli, Al. "How Active Are Third Graders?" Physician and Sportsmedicine 25, no. 5 (May 1997): 120k—120I. http://dx.doi.org/10.1080/00913847.1997.11440240.

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Oslington, Gabrielle, Joanne Mulligan, and Penny Van Bergen. "Third-graders’ predictive reasoning strategies." Educational Studies in Mathematics 104, no. 1 (May 2020): 5–24. http://dx.doi.org/10.1007/s10649-020-09949-0.

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Woodward, Ernest, and Patsy G. Buckner. "Reflections and Symmetrya–a Second-Grade Miniunit." Arithmetic Teacher 35, no. 2 (October 1987): 8–11. http://dx.doi.org/10.5951/at.35.2.0008.

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At Marshall Elementary School, Fort Campbell, Kentucky, students are assigned to small groups for instruction on specific mathematics topics. Assignments to these groups are made on the basis of when students are “ready” for a particular topic. The five-day mini unit described in this article was taught to a group of seven second graders and one third grader. The second graders were slightly above grade level and the third grader was slightly below grade level.
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Folk, Lori, Jan Pedersen, and Salvatore Cullari. "Body Satisfaction and Self-Concept of Third-And Sixth-Grade Students." Perceptual and Motor Skills 76, no. 2 (April 1993): 547–53. http://dx.doi.org/10.2466/pms.1993.76.2.547.

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Pubertal development has been implicated as the point of origin for decreased body satisfaction and self-concept for girls from prepubertal levels and an increase in body satisfaction and self-concept for boys. Two groups of boys and girls in Grades 3 and 6 completed a Body Satisfaction Questionnaire and the Piers-Harris Self-concept Scale to test this assumption. The third graders were considered to be prepubertal and sixth graders as early pubertal. The sixth-grade boys scored lower on body satisfaction than third-grade boys, and their self-concept scores were positively correlated with body satisfaction scores. For girls, body satisfaction scores were correlated with self-concept in both grades, and few significant differences were found between grades. For girls apparently the relationship between body satisfaction and self-concept may be present before the onset of puberty.
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Narvaez, Darcia, Jennifer Bentley, Tracy Gleason, and Jay Samuels. "MORAL THEME COMPREHENSION IN THIRD GRADERS, FIFTH GRADERS, AND COLLEGE STUDENTS." Reading Psychology 19, no. 2 (April 1998): 217–41. http://dx.doi.org/10.1080/0270271980190203.

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Matthews, Catherine E., and Helen M. Cook. "Herpetologist Transports Third-Graders to Frogland." Science Activities: Classroom Projects and Curriculum Ideas 41, no. 3 (October 2004): 26–34. http://dx.doi.org/10.3200/sats.41.3.26-34.

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Vissa, Jeanne M. "Probability and Combinations for Third Graders." Arithmetic Teacher 36, no. 4 (December 1988): 33–37. http://dx.doi.org/10.5951/at.36.4.0033.

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Typically, third graders are expected to associate common fractions with shaded parts of equally divided whole regions. Giving simple experience with probability to children of this age can extend their understanding of the need for fraction in everyday life. If the correspondence of equal chances to equal parts of a figure is emphasized. then fairly difficult problems can be approached through diagrams. The following activities involving probability and combinations build on language-arts experiences and incorporate concepts in multiplication. graphs, and fractions.
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Yos, Thomas B. "Philosophizing with Mrs. Yoshida's Third Graders." Thinking: The Journal of Philosophy for Children 17, no. 1 (2004): 79–83. http://dx.doi.org/10.5840/thinking2004171/227.

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Cramer, Kathleen, Sue Ahrendt, Debra Monson, Terry Wyberg, and Karen Colum. "Fractions, Number Lines, & Third Graders." Teaching Children Mathematics 24, no. 3 (November 2017): 190–99. http://dx.doi.org/10.5951/teacchilmath.24.3.0190.

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Dissertations / Theses on the topic "Third graders"

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Newbill, S. L., and Andrea D. Clements. "Developing an Identity of Third-Graders." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/7214.

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Davidsen, Deborah. "Effect of Differentiated Instruction on Reading Comprehension of Third Graders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5848.

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The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction (n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society.
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Clements, Andrea D., and S. L. Newbill. "A Qualitative Analysis of Third Graders’ Responses to Open Ended Questions." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/7324.

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Kington, Marit L. "Results of a physical activity survey given to Charlottesville third graders." Full text, Acrobat Reader required, 2002. http://viva.lib.virginia.edu/etd/masters/ArtsSci/HealthEvaluationSciences/2002/Kington/mlkthesis.pdf.

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Martin, Judy K. "Factors associated with BMI-for-age of third and fourth graders." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003martinj.pdf.

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Jordan, Beth E. "Developing Differentiated Reading Instruction Online for Gifted Third Graders: A Design Experiment." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5966.

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The high stakes on standardized testing in the United States of America’s education system pressures teachers to ensure every child meets minimum standards. Teachers report this pressure motivates them to focus the majority of their time on struggling students. Combined with lack of training and resources, intellectually gifted students may remain under-challenged in a regular elementary classroom. To address the problem, the researcher continued the development of an online instructional environment, which teachers may use to extend and enrich the regular language arts curriculum for intellectually gifted students. The researcher conducted a formative design experiment “to create a viable theory-driven intervention for achieving a pedagogical goal” (Reinking & Bradley, 2008, p. 12). The pedagogical goal is to develop an appropriately differentiated instructional tool for intellectually gifted third graders, which classroom teachers can easily incorporate into their literacy instruction. The purposes of this iterative design experiment are (1) to develop an instructional intervention aligned with current theory and practice; (2) to test, modify, and retest the intervention in a regular classroom while simultaneously measuring its effectiveness in achieving the literacy objectives and pedagogical goals to determine whether the intervention works; and (3) to describe the reactions of teachers and their third grade gifted students to answer why and in what context the intervention works. In iteration one, experts reviewed the intervention. Three areas of moderate concern guiding modifications at this stage were level of difficulty, engagement/enjoyability, and support in achieving objectives. Evaluations of the pre-/post-test indicated the questions were a good fit to the objectives. Matched halves were well-matched, readable, and only one minor concern of bias. There was not a statistically significant (p=0.1438) difference between the pre-test (m=19.5, s=5.44) and post-test scores (m=21.1, s=6.082) in iteration 2 with only 10 completers. These results, along with student and teacher questionnaires, guided modifications. In iteration 3 with 16 completers, there was a statistically significant difference (p=0.0026) between the pre- and post-test. The qualitative and quantitative data analyses revealed a positive affective response by both students and teachers. Particular features need further development to improve the effectiveness on achieving mastery of the skills. In conducting the study, the researcher faced a number of obstacles. This document also reports those challenges in an effort to advise researchers who wish to conduct formative design experiments within public school classrooms.
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Morgan, M. Sue. "Criterion validity of the Indiana Basic Competency Skills Test for third graders." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546153.

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The purpose of this study was to assess the criterion validity of the Indiana Basic Competency Skills Test (IBCST) by exploring the relationships between scores obtained on the IBCST and (a) student gender, (b) teacher-assigned letter grades, (c) scores obtained on the Otis-Lennon School Ability Test (OLSAT), and (a) scores obtained on the Stanford Achievement Test (SAT). The subjects were 300 third grade students enrolled in a small mid-Indiana school system. Data collected included gender, age, IBCST scores, OLSAT scores, SAT scores, and teacher-assigned letter grades in reading and mathematics. An alpha level of .01 was used in each statistical analysis. Gender differences were investigated by comparisons of the relative IBCST pass/fail (p/f) frequencies of males and females and boys' and girls' correct answers on the IBCST Reading and Math tests. Neither the chi square analysis of p/f frequencies nor the multivariate analysis of variance of the IBCST scores disclosed significant gender differences. Therefore, subsequent correlational analyses were done with pooled data.The relationship of teacher-assigned letter grades to IBCST p/f levels was studied with nonparametric and parametric statistical techniques. The 2x3 chi squares computed between IBCST performance and letter grades in reading and math were significant. The analyses of variance of the data yielded similar results. Teacher grades were related to IBCST performance.Multiple regression analyses were used to study the relationships between the IBCST and OLSAT performances. Significant multiple R-squares of approximately .30 were obtained in each analysis. Scholastic aptitude was related to IBCST performance.Canonical correlation analyses were used to explore the relationships between the reading and mathematics sections of the IBCST and SAT. Both analyses yielded a single significant, meaningful canonical correlation coefficient. The canonical variable loadings suggested that the IBCST Reading and Math composites, as well as the SAT composites, were expressions of general achievement. Thus, levels of achievement on the criterion referenced IBCST and the norm referenced SAT were related. The results of the study support the criterion validity of the IBCST with traditional methods of assessment as criteria.
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Listerman, Kelsey E. "Examining the Impact of Play on the Multiplication Fluency of Third Graders." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552668939543415.

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May, Wanda Tignor. "What art means to third and fourth graders : a two-year case study /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249066419.

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Veltri, Mildred Middlemiss. "An exploration of developmental reciprocal communication in the dialogue journals of third graders." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39961.

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Books on the topic "Third graders"

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Foundation, Core Knowledge. Listen, my children: Poems for third graders. Princeton, N.J: Recording for the Blind & Dyslexic, 2005.

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Havilan, Amorie. Easy plays for preschoolers to third graders. [Brandon, MS]: Quail Ridge Press, 1985.

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Goldman, Elizabeth. Shining stars: Second & third graders learn to read : how parents can help their second & third graders learn to read. [Washingon, DC]: National Institute for Literacy, 2006.

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Goldman, Elizabeth. Shining stars: Second & third graders learn to read : how parents can help their second & third graders learn to read. [Washingon, DC]: National Institute for Literacy, 2006.

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Goldman, Elizabeth. Shining stars: Second & third graders learn to read : how parents can help their second & third graders learn to read. [Washingon, DC]: National Institute for Literacy, 2006.

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Goldman, Elizabeth. Shining stars: Second & third graders learn to read : how parents can help their second & third graders learn to read. [Washingon, DC]: National Institute for Literacy, 2006.

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Goldman, Elizabeth. Shining stars: Second & third graders learn to read : how parents can help their second & third graders learn to read. [Washingon, DC]: National Institute for Literacy, 2006.

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Goldman, Elizabeth. Shining stars: Second & third graders learn to read : how parents can help their second & third graders learn to read. [Washingon, DC]: National Institute for Literacy, 2006.

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Goldman, Elizabeth. Shining stars: Second & third graders learn to read : how parents can help their second & third graders learn to read. [Washingon, DC]: National Institute for Literacy, 2006.

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Kline, Suzy. Horrible Harry moves up to third grade. New York: Scholastic, 2000.

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Book chapters on the topic "Third graders"

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Winder, A., M. Barnes, and A. Geller. "Educating third-graders against smoking." In Tobacco: The Growing Epidemic, 573–74. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_240.

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Nurdyasnsyah, Fizatin Nisa, Pandi Rais, and Mokhichekhra Yakubovna Ruzieva. "Hybrid Storyboard Media Boosts Historical Learning for Third-Graders." In Proceedings of the International Conference on Intellectuals’ Global Responsibility (ICIGR 2022), 203–12. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-052-7_23.

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Guy, Mark. "Being Ready to Learn: My Experience Differentiating Science with Third Graders." In ASTE Series in Science Education, 129–46. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6763-8_10.

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Ahtee, Maija, Liisa Näveri, and Erkki Pehkonen. "Teachers’ Activities During a Mathematics Lesson as Seen in Third Graders’ Drawings." In Teaching and Learning in Maths Classrooms, 49–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49232-2_6.

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Connor, Carol McDonald, Barry Fishman, Elizabeth Crowe, Phyllis Underwood, Christopher Schatschneider, and Fredrick J. Morrison. "Teachers’ Use of Assessment to Instruction (A2i) Software and Third Graders’ Reading Comprehension Gains." In Technology as a Support for Literacy Achievements for Children at Risk, 123–39. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5119-4_8.

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Ribeiro, Pedro, Anna Michel, Cristina Sylla, Ido Iurgel, Wolfgang Müller, Christian Ressel, and Katharina Wennemaring. "The Impact of a Digitally-Augmented Reading Instruction on Reading Motivation and Comprehension of Third Graders." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 3–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78448-5_1.

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Akerson, Valarie L., and Ingrid S. Carter. "Case: The Nature of Science is an Important Aspect of Science, but Can My Third Graders Understand It?" In Springer Texts in Education, 123–28. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33418-4_22.

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Palladino, Paola, Robert Muzzì, Elena Niccolai, Milvia Cottini, Guendalina Peconio, Federica Doronzo, Giusi Antonia Toto, and Pierpaolo Limone. "A Project to Promote English Learning in Primary School: “An English Island®” E-learning Platform." In Psychology, Learning, Technology, 83–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_5.

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AbstractThe present study was aimed to investigate English learning as second language, in school, in first, second and third graders of twelve classes randomly assigned to a control or an experimental group. Children in the latter are exposed during English school teaching to the method “An English Island®” and to its platform activities. The method “An English Island®” offers a variety of strategies for teaching English in primary school, an innovative digital tool that promotes teaching/learning English language’s communicative approach, lead students to become familiar with the language in a sort of continuous, inclusive workout, in which everyone participates and talks.English skills as well as cognitive abilities are tested in both groups at the beginning and at the end of the school year with the aim to compare control and experimental classes in both a longitudinal and a cross-sectional design.
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Huszti, Ilona, Márta Fábián, and Erzsébet Bárányné Komári. "12. Differences Between the Processes and Outcomes in Third Graders’ Learning of English and Ukrainian in Hungarian Schools in Beregszász." In Early Learning of Modern Foreign Languages, edited by Marianne Nikolov, 166–80. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691477-014.

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Rouse, Amy Gillespie, Ashley Sandoval, and Murphy K. Young. "Examining the Impact of an Integrated STEM and Writing-to-Learn Unit on Third Graders’ Writing Knowledge and Writing Performance." In Literacy Studies, 97–118. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36472-3_6.

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Conference papers on the topic "Third graders"

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Radoff, Jennifer, Fred Goldberg, David Hammer, Sharon Fargason, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "The Beginnings of Energy in Third Graders’ Reasoning." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515220.

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Joyner, David A., Wade Ashby, Liam Irish, Yeeling Lam, Jacob Langston, Isabel Lupiani, Mike Lustig, et al. "Graders as Meta-Reviewers." In L@S 2016: Third (2016) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2876034.2876044.

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Lo, Yi Wen, and Chih-Hsiung Ku. "EXPLORING THE EFFECTIVENESS AND IMPACTS OF DIFFERENT TYPES OF MEDIA IN SCIENCE LEARNING." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.115.

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The spread of COVID-19 has caused a high demand for online learning or self-learning at home. We focus on evaluating which media is most suitable for self-learning for the third graders. For effective assessment of children's learning, the study adopted AEIOU: Awareness; Enjoyment; Interest; Opinion formation; and Understanding as the evaluation framework. In this research, three types of media were implemented: animation, educational video, and science comics. Total 145 third graders were divided into three groups: animation group, educational video group, and science comics group, to learn the concept of heat transfer through one kind of media respectively. The results revealed that students had positive feedback on the three dimensions of Awareness, Enjoyment, and Interest. And all three media improved students' understanding of heat transfer without a difference. While in the dimension of Opinion formation, the students had less life experience and pre-knowledge, their performances were relatively low. In summary, the three types of media showed the effectiveness of self-learning for the third graders. Especially the animations proved to be the most suitable for the third-grade children to conduct self-learning. Keywords: science communication, AEIOU, heat transfer, Media
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Counsell, Shelly. "What Do Third Graders Think About High-Stakes Testing and Mandatory Retention?" In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435030.

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Chen, Lizhen. "Third Graders' Interpretations of Subtraction Worked Examples: Matching Number Sentences and Visuals." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1575172.

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Perdana, Meylani Astino, and Asri Budiningsih. "Improving the Third Graders’ Speaking Skill Using Puzzle Media in Elementary School." In International Conference on Online and Blended Learning 2019 (ICOBL 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200521.046.

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Stanley, Susie. "Improving the Argumentation Skills of Third and Fourth Graders Through a Short Intervention." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430234.

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Shirkarami, Ali, Khadijeh Ali Abadi, Saeid Pourroostaei Ardakani, and Shadi Azimi. "The effect of mobile games on math learning of third graders of elementary schools." In 2020 International Serious Games Symposium (ISGS). IEEE, 2020. http://dx.doi.org/10.1109/isgs51981.2020.9375439.

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Lee, Ya-Ting, Yu-Ting Wang, Ying-Ting Liu, and Jo-Chen Chung. "A Study on the Aesthetics of Illustrations in Third and Fourth Graders’ Chinese Textbooks." In – The Kyoto Conference on Arts, Media & Culture 2020. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2436-0503.2021.1.

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Sulak, Tracey. "Predicting Science Identity in America's Third Graders Using the New Big Five Personality Model." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2007824.

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Reports on the topic "Third graders"

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Graham, Suzanne, and Christine Teague. Reading levels of rural and urban third graders lag behind their suburban peers. University of New Hampshire Libraries, 2011. http://dx.doi.org/10.34051/p/2020.136.

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Haiduc, Ana-Maria, Laura Bofferding, Mahtob Aqazade, Lizhen Chen, and Sezai Kocabas. Where to Start and How to Judge? First and Third Graders' Measurement Conceptions. Purdue University, March 2021. http://dx.doi.org/10.5703/1288284317292.

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Delaney, Sue. Third Grade Field Day. Ames: Iowa State University, Digital Repository, 2001. http://dx.doi.org/10.31274/farmprogressreports-180814-336.

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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004606.

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AUTHORÁlvarez Marinelli, Horacio; Berlinski, Samuel; Busso, Matías; Martínez Correa, JuliánDATEDec 2022READ: English (4 downloads) View Online Download Spanish (5 downloads) View Online Download DOIhttp://dx.doi.org/10.18235/0004606A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of different characteristics such as gender, socioeconomic status, and initial levels of literacy skills.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
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Fryer, Roland, and Steven Levitt. The Black-White Test Score Gap Through Third Grade. Cambridge, MA: National Bureau of Economic Research, January 2005. http://dx.doi.org/10.3386/w11049.

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Groeneveld. L51676 Evaluation of Modern X70 and X80 Line Pipe Steels. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), April 1992. http://dx.doi.org/10.55274/r0010158.

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Nine sections of advanced high strength line pipes, Grades X70 and X80 have been evaluated during this study. Six of those pipes were Grade X70 and three were Grade X80. Four of the X70 pipes were fabricated from microalloyed steels that were controlled rolled; the other two X70 pipes were controlled rolled plus accelerated cooled. Two of the controlled-rolled X70 pipes were produced from plates from the same slab of continuously cast steel; one was fabricated by the pyramid-rolling process and the other was fabricated by the U-O-E process. Two of the Grade X80 steels were produced from plate that was controlled rolled; one of those was accelerated cooled after controlled rolling. The third X80 pipe was produced from a microalloyed steel plate that was fabricated into pipe, ERW welded, and then heat treated by austenitizing, spray quenching, and tempering. The information obtained from the evaluations of these pipes is summarized in the following sections.
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8

Essien, Catherine. The development of a model for identifying, diagnosing and correcting dyslexic problems in third grade Nigerian. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2271.

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9

Rosero, Amparo, Iván Pastrana, Carlos Sierra, José Luis Pérez, Laura Espitia, Remberto Martínez, and Hernando Araujo. Influence of genotype and environment on quality attributes of sweet potato (Ipomea batatas Lam.). Corporación Colombiana de Investigación Agropecuaria - AGROSAVIA, 2018. http://dx.doi.org/10.21930/agrosavia.poster.2018.7.

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Sweetpotato is the fifteenth most important food crop, and third between roots and tubers crops worldwide. Sweet potato crop has the capacity to adapt to different environmental conditions, and expression of quality traits is highly influenced by variety and growth conditions. We evaluate the effect of these factors on quality attributes such as dry matter content (DMC), ash content (AC), crude fiber (CF), total protein content (TPC) and brix grades (°Brix) in order to determine adequate conditions to ensure better quality in sweet potato roots.
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10

Schoen, Robert C., Sicong Liu, Xiaotong Yang, and Insu Paek. Psychometric Report for the Early Fractions Test Administered with Third- and Fourth-grade Students in Fall 2016. Florida State University, August 2017. http://dx.doi.org/10.17125/fsu.1512509662.

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