HOW TO TEACHING THE EARLY READING TO MENTALLY DISABLE STUDENTS IN ELEMENTARY SCHOOL?

IntroductionIn Brazil, reading has been widely discussed, mainly due to the published results of national and international performance exams of Brazilian schoolchildren. Learning to read is therefore a continuous process, and the ability to make inferences while reading a text develops with age. The textual complexity involving the syntactic structuring, vocabulary and types of text progressively increases from the initial years of elementary school to high school students, also increasing the cognitive demand of the students; this occurs in parallel to their development and school advancement, which allows improvements in their teaching/learning processes. Based on the above, the following questions were raised: (1) How is the semantic process of reading established among elementary school students in elementary school (cycle II) and high school? Aim: to characterize the performance of elementary and senior high school students on semantic process tests from the Brazilian adaptation of the evaluation of reading processes (PROLEC-SE-R).MethodsA total of 436 students of both sexes, aged between 11 and 18 years, participated. They were evaluated with Assessment of Reading Processes-PROLEC-SE-R.Results and discussionThe results indicated that the semantic process was equally established among high school students, with a higher average performance compared with that of elementary school students. Among elementary school students, there was progression in the average correct answers with advancement in schooling. In the two levels of education, narrative texts allowed a greater number of correct answers, followed by multiple-choice and literal questions. The PROLEC-SE-R semantic process tests proved to be effective for assessing reading comprehension in elementary and high school students and reflected the Brazilian reality with regard to the gaps and weaknesses in the educational system.

The use of the Internet and modern technologies provide various benefits in daily life and are almost impossible to avoid. Many forms of social behavior have “moved” into the virtual world. In the same time, potential dangers and risks for children and young people and also adults got their online dimension. During the 2016 NZJZ SDŽ conducted quantitative study to identify patterns of behavior on the Internet with a particular focus on Internet security, participation in cyberbullying, Internet addiction and parental controls when using the Internet. The study involved elementary school students (N=286) and high school students (N=539) making a representative sample for the Split-Dalmatia County. The online survey questionnaire was applied. The aim of this manuscript is to present a part of the results of the mentioned research with focus on the use of security settings on social networks of children and young people. Almost an equal proportion of elementary and high school students know how to use additional security settings on social networks (elementary school 85,7% and high school 85%). When asked if they use additional security settings on social networks, high school students use security settings more often than elementary school students (elementary school 69,2% and high school 74%). Furthermore, 22,4% of elementary school students and 25,6% of high school students have a publicly available profile on social networks. This habit is more commonly reported by boys (boys 28,8% and girls 16,3% in elementary schools and boys 36,2% and girls 9,7% in high schools).

Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children's Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study's curriculum on elementary school students' positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.

The trajectories of the supratemporal and infratemporal retinal arteries are associated with the position of the nerve fiber layer defects of glaucomatous eyes. However, no reports have thus far been published on changes in the retinal artery trajectory (RA trajectory) along with growth. Thus, the purpose of this study was to investigate the differences in the RA trajectories of elementary and junior high school students and the associations with axial length (AL). Prospective cross-sectional observational study. In total, 122 right eyes of healthy elementary school students (61 boys, 61 girls) and 170 right eyes of healthy junior high school students (83 boys, 87 girls) were studied. The AL was measured and color fundus photographs were taken, and used for the analysis. The RA trajectory was plotted in the color fundus photographs and fitted to a second-degree polynomial equation, [Formula: see text], using ImageJ. The coefficient "a" represented the steepness of the trajectories. The differences in the RA trajectories and ALs of elementary and junior high school students were determined using the Mann-Whitney test. The association between the RA trajectory and AL was determined using the Spearman rank correlation. The AL and the RA trajectory of the junior high school students were significantly greater than those of the elementary school students (P < 0.001). The RA trajectory was significantly associated with the AL in both elementary (r = 0.26, P = 0.005) and junior high (r = 0.32, P < 0.001) school students. Junior high school students have a longer AL and narrower RA trajectory than do elementary school students. A longer AL is associated with a narrower RA trajectory in both elementary and junior high school students.

Objective: Early elementary school health education is often lacking due to resource constraints. This quality-improvement project evaluated the impact of a medical student-directed elementary school health education programme. Design: Elementary school students participated in health education sessions led by medical students. Pre- and post-surveys were administered to both elementary school and medical school students to evaluate their health knowledge or self-reported growth, respectively. Elementary school teachers completed a post-survey after observing the curriculum. Setting: The study was conducted in 2024 in third- to fifth-grade classrooms of an elementary school in Cleveland, Ohio, USA. Method: Elementary school students ( n = 54) participated in a series of four, 1-hour health education sessions taught by medical students. The four core topics – nutrition, hygiene, exercise and relaxation and growth and development – were presented over several weeks. Pre- and post-tests were used to evaluate changes in elementary school students’ understanding of the material. Medical students ( n = 26) completed pre- and post-surveys to measure changes in their personal and professional development. Elementary school teachers ( n = 4) were queried at the programme’s conclusion to provide an overall assessment of the health education initiative. Results: Elementary school students showed significant improvement in health education knowledge from pre-test to post-test (+11.1%, p = .003). Medical students reported growth in engagement and motivational strategies (+13.8%, p = .006), lesson planning and educational skills (+12.2%, p = .01) and ability to convey complex health information (+12.0%, p = .03). Elementary school teachers rated the programme 94.0 ± 9.4 on a 100-point scale. Conclusion: A medical student-led health education programme may improve health education knowledge among elementary school students while also enhancing medical students’ personal and professional development.

During the Covid-19 pandemic, there was a very significant change in student teaching and learning methods.The government policy requires that almost all activities including learning activities at school be eliminated and replaced with online schools. One of the most used applications for learning in this pandemic era is WhatsApp. The general objective of this research is to conduct a comparative study on the use of the WhatsApp application as a learning application during the Covid-19 pandemic in elementary and junior high school students in English. While the specific purpose of this research is to find out the strengths and weaknesses as well as the constraints of using WhatsApp as a learning application. The research method used is through field observations using qualitative descriptive methods and also interview techniques to several elementary and junior high school students in the research environment. This is interesting to research further based on direct observations of researchers on the use of WhatsApp on school students directly. This study assumes that the advantages and disadvantages of the learning process using WhatsApp will be found for both elementary school students and junior high school students. That elementary school finds difficulty in using WhatsApp for learning. Because some of the elementary students are still not fluent in reading. Junior high school learners assume that learning by WhatsApp is efficient but still not comparable to face-to-face meetings. The research implications are as follows: that the students would be able to learn easily by using WhatsApp as a learning application. The teacher Would find another method that enhances the understanding of the students besides using WhatsApp by necessity.

目的探究不同学段学生在有无非自杀性自伤（non-suicidal self-injury, NSSI）行为的积极心理资源方面的差异。方法2023年9–10月，收集四川省成都市56870名9至18岁学生测评数据。利用R软件程序包评估网络结构和症状中心性，对比不同学段有无NSSI行为学生网络全局强度和结构差异。结果中小学生NSSI发生率为12.21%，初中最高（14.22%），高中次之（13.66%），小学最低（10.17%）。小学网络结构中无论有无NSSI行为，网络强度最强均为主观支持，接近中心性最强均为家庭功能；初中无NSSI行为学生网络强度最强为主观支持，有NSSI行为学生为自尊水平，接近中心性最强均为主观支持；高中有无NSSI行为学生网络强度最强均为自尊水平，高中无NSSI行为学生接近中心性最强为主观支持，有NSSI行为学生为表达抑制。小学边权重差异较大为家庭功能-自尊（E=0.093）、家庭功能-客观支持（E=0.087），初中差异较大为客观支持-主观支持（E=0.131）、家庭功能-冲动控制（E=0.109），高中差异较大为冲动控制-家庭功能（E=0.133）、主观支持-支持利用度（E=0.130）（P<0.05）。结论小学家庭过度介入和高中表达抑制可能是NSSI行为重要影响因素，缺少社会支持对初高中学生影响程度更高，主观支持、客观支持和对支持利用度联系强度是重要指标。

Background For optimal health benefits, the Canadian 24-Hour Movement Guidelines for Children and Youth (aged 5-17 years) recommend an achievement of ≥ 60 minutes of moderate-to-vigorous physical activity (MVPA), &amp;lt;2 h of recreational screen time (ST), and 9-11 h for 5-13 years or 8-10 h for 14-17 years of sleep time (SLT) each day. There is little evidence showing the proportion of the recommendation in Japan, so we need to investigate. The aim of this study thus was to reveal the compliance to the recommendation with a large sample of Japanese elementary and junior high school children. Methods This study included 2408 students enrolled in fifth grade (aged 10-11 years) in 31 elementary schools, and 4360 students enrolled in eighth grade (aged 13-14 years) in 30 junior high schools. Each behaviour was assessed by a self-reported questionnaire. To analyze the differences in adherence to the recommendation between the school-aged group, we conducted a chi-analysis. Results Overall, only 4% of participants complied with all three recommendations, and 20% of the students did not comply with any of the recommendations (χ2=1390.87;p&amp;lt;.001). Compared with MVPA and ST, SLT had a trend to be likely to achieve the recommendation in each school-age group. Elementary school students had a higher percentage of non-adherence to all recommendations (39%) than junior high school students (10.3%). The adherence to the recommendation of the ST &amp; SLT simultaneously had no differences in each age group (11.5% for elementary schoolers and 12.7% for junior high schoolers). However, adherence to the recommendation of MVPA only, ST only, and MVPA &amp; ST were higher in elementary schoolers, and the adherence to the recommendation of SLT only and MVPA &amp; SLT were higher in junior high schoolers. Conclusions The proportion of adherence to at least one of the three recommendations is better in junior high school students than elementary school students in Okinawa, Japan. Key messages Health behaviour required improvement may differ by age group. It is necessary for particularly elementary school children in Okinawa to take proper countermeasures to improve the movement behaviours.

To share the implementation experience of hierarchical first aid training scheme for elementary and middle school students in Baoan District of Shenzhen City and evaluate its effect of training. During August 2018 and August 2019, elementary and middle schools students who participated in the first aid training held by emergency rescue training center of Baoan District were enrolled. Baseline information including the number of students, the number of attending tutors, the number of cardiopulmonary resuscitation (CPR) training models, automated external defibrillator (AED) models were recorded. According to hierarchical levels of three age, students received different courses with content from simple to hard: the course of elementary school students was consisting of dialing 120, smart animation on how to identify accidental damage, demonstration of AED and Hemlick techniques, CPR practise (40 minutes). The course of junior high school students was consisted of how to dial 120, how to identify accidental damage and simple disposal, application of CPR and AED, practice CPR and AED and Hemlick techniques (90 minutes). The course of high school students was consisted of how to dial 120, identify accidental damage and right disposal, identification of out-of-hospital cardiac arrest, the key-point of CPR and AED, practice CPR and AED, Hemlick techniques and hemostatic bandage (120 minutes). At the end of course, elementary school students were voluntary for skill assessment; junior high school students only were compulsory for skill assessment in small classes but not required in large classes, just for demonstration; additionally, the whole high school students were compulsory for skill assessment. The characteristics of first aid training students at different levels were collected in order to compare the differences on the usage of CPR training model and AED training model, the distribution of emergency resource, the ratio for passing examination. A total of 12 896 students and 2 086 training instructors took parted in 200 lists of first aid training courses, 8 557 CPR models and 8 493 AED models were used. On average, there are 65.27±5.61 students in each session, and 10.52±10.43 training instructors. There are 43.09±19.06 CPR training models and 42.77±18.61 AED training models. The mean ratio of student to tutor was 6.07±1.47, student to CPR model was 1.54±1.02, and student to AED model was 1.54±1.03. In the end of course, 10 494 students participated in the examination with the participation rate of 81.37%; 10 114 students passed the examination with the passing rate of 96.38%. Hierarchical analysis showed: compare to elementary school students, the average number of junior high school students in every training session significantly increased (cases: 69.94±8.77 vs. 58.69±6.12, P < 0.05), but the average number of high school students in every training session significantly decreased (cases: 57.35±5.79 vs. 58.69±6.12, P < 0.05). The proportion of instructors in junior high school students' training significantly reduced (5.94±1.39 vs. 6.48±2.02, P < 0.05). The examination ratio of junior high school students and high school students was increased significantly [81.07% (6 667/8 224), 100% (2 313/2 313) vs. 64.18% (1 514/2 359), both P < 0.05], but the ratio of passing the examination was significantly reduced [95.47% (6 365/6 667), 96.88% (2 241/2 313) vs. 99.60%(1 508/1 514), both P < 0.01]. This might be related to the low difficulty of elementary school students' assessment and the low proportion of compulsory examination. Hierarchical scheme is feasible for first aid training in elementary and middle school students, the content of course should be desighed from easy to hard. Synchronously, sufficient training instructors and training models should be equipped to ensure the quality.

Experimental study on knee and hand crawling evacuation for different age group students

The Third School Nutrition Dietary Assessment Study: Summary and Implications

BackgroundStudies on the survivors of the 2011 Great East Japan earthquake and tsunami have revealed eight factors, called power to live, which are closely related to resilience and effective coping after intense and prolonged stress. However, whether the eight factors, which were examined in adults, are applicable to children is unclear. The purpose of this study is to evaluate whether the eight-factor structure of power to live was present since late childhood.MethodA 34-item power to live questionnaire was filled by middle- to upper-grade elementary (n = 378) and junior high school students (n = 456). Moreover, because elementary school students may lack introspective ability, their power to live was evaluated through a parental assessment (n = 358). Additionally, we examined the relationship between each power to live factor and questions regarding disaster prevention awareness among 25 elementary school students.ResultsThe results from confirmatory factor analysis for factor structure revealed generally acceptable fit indices. The reports from elementary school students and their parents significantly positively correlated with each power to live factor. Although reliability indices for factors such as stubbornness, etiquette, self-transcendence, and active well-being were not good for elementary school students, the reliability indices for all factors, excluding stubbornness, increased in junior high school students. Moreover, we identified a correlation between problem-solving, altruism, and emotional regulation and questionnaire items regarding awareness of disaster prevention in elementary school students.ConclusionOur results suggest that although factors common to adults, such as leadership, problem-solving, altruism, and emotional regulation, were identified at the elementary school stage, some factors, such as stubbornness, are in the process of being formed. Future studies should examine the developmental changes assumed to underlie these factors and their relationship to experience and neurodevelopmental basis.

School sports activity (SSA) is beneficial to gaining and maintaining optimal health among elementary and middle school students but might increase risks for school sports injury (SSI). This cross-sectional study aimed to investigate the incidence and identify risk factors of SSI among Chinese elementary and middle school students in Shanghai. Students in grades 4–5 (elementary) and 7–9 (middle) from three k-12 schools (aged from 9 to 16 years old) in Shanghai selected via the method of cluster random sampling were invited to participate in the study. Information on socio-demography, sleep duration, individual internal and external risk factors, and SSI experiences in the past 12 months was collected. A multivariate logistic regression model was performed to estimate the risk factors of SSI. A total of 1303 participants completed the questionnaires, with an overall SSI incidence rate of 29.5%. Along with boys, elementary school students, and sports team members, students scoring high on internal and external risk factors were at higher risk for SSA. In summary, SSI was prevalent among elementary and middle school students in Shanghai, China, and was associated with several modifiable risk factors. The findings provide insights regarding actions that could be taken to reduce the occurrence of SSI and maximize the benefits of SSA, including improvements in safety education, maintenance of facilities and equipment, and completion of warm-up exercises.

With the popularity of social media among adolescents, the relation between social media exposure (especially exposure to undesirable content) and adolescent tobacco and alcohol use has attracted much attention. This study examined the association between social media exposure and tobacco and alcohol use, as well as the moderating role of parental active mediation and restrictive mediation; differences between elementary and middle school students were also investigated. A total of 697 elementary school students ages 9-13 and 794 middle school students ages 12-18 were recruited to complete a questionnaire survey. Social media exposure was positively associated with tobacco and alcohol use among both elementary and middle school students. For elementary school students, both active mediation and restrictive mediation moderated the association between social media exposure and tobacco and alcohol use; for middle school students, neither of these moderating effects was significant. Findings suggest that social media exposure is a risk factor for both elementary and middle school students. Both parental active and restrictive mediation are promising targets for intervention because they can mitigate the risk of social media exposure for elementary school students. However, further research should focus on factors that effectively buffer the negative effects of social media exposure on tobacco and alcohol use among middle school students.