Early Elementary School Students Research Articles

The prevalence of relational basic concepts on core vocabulary lists for AAC: is frequency enough?

The selection of appropriate vocabulary is a crucial and challenging aspect of augmentative and alternative communication (AAC) intervention. Core vocabulary lists are frequently used to support vocabulary selection for children who require AAC. A vocabulary domain that has garnered limited attention within the AAC literature is relational basic concepts (RBCs). RBCs describe relationships between objects, persons, or situations, and play a pivotal role in language development, communication, and academic success. For the present study, we created a list of 156 RBCs, drawing primarily from assessments that measure basic concept knowledge in preschool and early elementary school students. We examined the overlap of these words on nine core vocabulary lists. We found that most concepts were not represented on any core lists. Additionally, there was relatively little overlap of RBCs between the core lists. These findings suggest that vocabulary selection resources created using exclusively a core vocabulary approach may have limited utility for identifying many concepts that preschool and early elementary students are expected to know and use. Implications for AAC research and practice are discussed with emphasis on the need for further consideration of RBCs within vocabulary selection practice and the field of AAC at large.

Filling in the Blank: The Development of a Writing Screener for Elementary School Students Who Speak African American English.

Clinicians are tasked with using culturally and linguistically appropriate tools to evaluate oral and written language development accurately. However, limited tools account for linguistic diversity in writing. This gap can lead to under- and overdiagnosis of students who speak nonmainstream dialects. This study addressed that gap by developing a writing task to identify nonmainstream dialect features in the writing of early elementary school students. We describe the development, feasibility, and results of pilot testing of the task. One hundred fifty-one first and second graders participated in the study as part of a larger study of nonmainstream dialect use. Students completed standardized literacy and language assessments and the researcher-developed writing task. The writing task used a novel fill-in-the-blank format to identify morphological features that vary between Mainstream American English and nonmainstream varieties such as African American English. Second-grade students performed better on the writing task than first graders, and writing performance was strongly related to standardized literacy scores. Literacy skills were the strongest predictor of Mainstream American English use in writing, but spoken dialect use also correlated with written dialect use. The writing task captured dialect use in early elementary school students' writing, and students' performance on standardized literacy measures predicted written dialect features. These results are a first step toward developing a standardized measure to help professionals appropriately diagnose written expression disorders within linguistically diverse students. https://doi.org/10.23641/asha.25079891.

The Relative Strengths of Relationships Between Fine Motor Skills, Working Memory, Processing Speed and Fluid Intelligence in Early Elementary School Children.

The goal in the present paper was to examine the combined and relative impact of fine motor ability, auditory working memory, and processing speed on fluid intelligence in a sample of early elementary school students. Our participant sample was 145 children (Mage = 9.1years, SD = 1.1; 80 boys, 65 girls). We used the Raven's Colored Progressive Matrices Test as a measure of fluid intelligence and five other measures to represent the three predictor variables: the Grooved Pegboard Test as a measure of fine motor skills, Digit Span Forwards and Digit Span Backwards tests as measures of working memory, and Rapid Automatized Naming and Letter-Digit Substitution tasks as measures of processing speed. Regression analyses indicated that only two of these measures had a statistically significant association with the fluid intelligence test scores, namely, scores on the Grooved Pegboard (fine motor skills) and Digit Span Backwards (working memory) tests, with these two measures explaining 35% of the variance in the fluid intelligence test scores. Thus, fine motor skills and working memory were correlated with fluid intelligence in early elementary-grade students. Until the directions of these relationships are better understood, we might assume that interventions aiming to increase young children's fluid intelligence, or at least their intelligence scores, might partly target working memory and fine motor skills.

Corrigendum: The Effect of Long-Term Tooth Brush Instruction (TBI) Conditions on Early Elementary School Students’ Oral Health and Habits

Corrigendum: The Effect of Long-Term Tooth Brush Instruction (TBI) Conditions on Early Elementary School Students’ Oral Health and Habits

Pengembangan LKS (Lembar Kerja Siswa) Berbasis Literasi Di Sekolah Dasar Awal Untuk Memperlancar Membaca Siswa

Development research that has been carried out under the title "development of literacy-based LKS (Student Worksheets) in early elementary schools to facilitate students' reading". Learning at the early elementary level (grades 1, 2 and 3) students are required to be able to even read fluently, whereas before entering elementary school students have not been taught much to read so that most of the early elementary school students cannot read fluently. This study aims to describe the feasibility of literacy-based worksheets in terms of the criteria for the components of material, presentation, and language; feasibility in terms of expert judgment and student responses. This research refers to the 4D development model but only reaches the Develop stage. The research analysis was carried out in a quantitative descriptive manner, which showed that literacy-based worksheets were appropriate for use in learning in terms of all aspects covering material with a percentage of 88.88%, presentation of 88.88%, and language of 85.00%. In addition, feasibility is also reviewed from student responses which include the feasibility of presentation in learning by 93.42%, the criteria for presenting worksheets by 80.26%, and language by 75.43%. Individual learning completeness with a percentage of 100% complete with KKM achievement of ? 70 and classically 100% complete as a support for eligibility.

Balanced Literacy Approach-Based Learning Model Containing Thai Core Values for Basic Literacy Learning in Early Grades

This article presents the findings of research and the development of a learning model based on a balanced literacy approach for early elementary school students' basic literacy instruction. Research and development (R&D) research that has been implemented adopts the Borg and Gall version of the development model. The research has been carried out through a preliminary study stage carried out by applying a qualitative descriptive approach; developing prototype learning models, followed by validation of material and learning experts; the evaluation was carried out by testing the implementation of the model in class I, II, and III. Data collection techniques are questionnaires, observation, interviews. Data analysis with quantitative and qualitative descriptive. The developed learning model consists of 4 stages of learning activities, namely stage I exploring sources of information, stage II implementing a balanced strategy, stage III presenting information, and stage IV reflection. The results of the model validation developed from material experts show an average score of 3.6 (very good category) and an average score of learning expert validation of 3.6 (very good category). The results of the trial implementation of the model show that the average learning achievement in class I is 91 out of an average initial ability of 84. The results of the student response questionnaire to the implementation of the learning model in class I showed an average score of 3.3 (very good category), class II showed an average score of 3.7 (very good category), and class III showed an average score of 3.5 (very good category). Overall, pupils are highly engaged in learning since this learning gives a variety of inventive and diverse literacy exercises.

Content analysis of defended master theses at the Faculty of Educational Sciences in Sarajevo, Bosnia and Herzegovina

Current trends in educational sciences can best be evaluated by assessing the master and doctoral theses defended at the universities. The goal of the present paper was to do a qualitative content analysis of the titles of master theses defended at the Faculty of Educational Sciences at the University of Sarajevo, Bosnia and Herzegovina. Total of 393 master theses defended in the period from 2012 to 2021 were the subject of this analysis. Of these, 287 were defended at the department for teacher education and 106 at the department for preschool education. As expected, most of the studies dealt with early elementary school students and preschool children. Many studies contained the term “development” in its title, and it was referring to all domains from speech to socio- emotional and motor development. Several studies examined parental and teachers’ attitudes towards various topics. In relation to the subject, most studies dealt with science education, followed by physical education and language. A number of studies had special education as the main topic, covering issues of teacher competencies, creativity, support to students with developmental disabilities, to the quality of life. Students have studied various relevant topics. In the future, we expect to see an increase in studies covering digital competencies of teachers and evaluation of online education.

Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders Amidst the COVID-19 Pandemic

There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when funding is paused temporarily, and in less-than-ideal conditions. This study used qualitative methods to investigate whether teachers previously trained in the BEST in CLASS-Elementary intervention continued to use the program’s evidence-based practices with students 1–2 years after completing the program and in the context of the COVID-19 pandemic. It also examined teachers’ perceptions of the impact of practice use on students’ academic and social outcomes. Thirteen BEST in CLASS-Elementary teachers from elementary schools in two southeastern states in the USA where the program was implemented completed semi-structured interviews on the topic. Data were coded thematically, and the results indicated that over 50% of teachers reported using “rules,” “supportive relationships,” and “praise” frequently with their students. However, “precorrection” and “opportunities to respond” were reportedly used less often. Teachers also perceived that their use of these evidence-based practices was linked to increases in their students’ academic engagement and academic performance and knowledge, improvements in students’ behaviors, their relationships with teachers, and general comfort and self-confidence. The discussion highlights modality-specific patterns noted in the results that might influence sustainment and the implication of these findings for interventions and programs aimed at promoting positive behavioral outcomes for early elementary school students.

The Effect of Long-Term Tooth Brush Instruction (TBI) Conditions on Early Elementary School Students’ Oral Health and Habits

The Effect of Long-Term Tooth Brush Instruction (TBI) Conditions on Early Elementary School Students’ Oral Health and Habits

Creating Compassion: Creatively-Focused Explicit Behavioral Instruction for Empathy Development

Creating Compassion is an empathy-focused creative arts curriculum designed to provide short-term, low-cost, high-quality social–emotional learning (SEL) to communities and settings with limited resources. The present study sought to determine whether Creating Compassion was effective for increasing displays of prosocial behaviors and broad SEL skills for early elementary school students (n = 9) through a multiple baseline single-case design, as empathy has previously been posited as a core factor in global social–emotional skill development. Results from this study confirmed the hypothesis that Creating Compassion would increase observed prosocial behaviors with moderate effectiveness for children in first, second, and third grades, including those with identified social–emotional skill deficits. Participant scores on a pre/post assessment of global SEL competence also increased after intervention. Ultimately, findings from this study suggest the Creating Compassion intervention might be used by school psychologists and other group interventionists to expose their school communities to arts programming and engage them in a fun and creative approach to accessible early SEL intervention. Impact Statement This paper presents results from a combined arts and empathy training intervention, Creating Compassion. As an empathy-focused intervention, implementation of Creating Compassion led to increases in displays of prosocial behavior with moderate effectiveness. Increases in participants’ levels of overall SEL skill competence were also observed. Results from this study support the provision of a high-quality, low-cost, arts-based SEL program to benefit Low-Income and Economically Marginalized (LIEM) communities within educational settings.

Racial/ethnic match and student–teacher relationships

AbstractThis paper explores the role of teacher race/ethnicity in the teacher‐perceived relationships with kindergarten and early elementary school students. Employing a model with both student and teacher fixed effects, we discover a positive link between the racial/ethnic match and the teacher‐reported relationships with students. Specifically, minority students tend to have closer relationships with their teachers when they are taught by a minority teacher. Our analyses also provide suggestive evidence that the effects on the teacher–student relationships could not be driven by differential racial discrimination between white and minority teachers. Particularly, white and minority teachers are not differentially biased in judging their relationships with minority students, implying that the source of the racial/ethnic interaction effects is likely to come from the role modeling of behaviors. Given the importance of the relationships between young children and nonparental adults in their early stages of life, these findings have crucial policy implications.

Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning

This study investigates whether using My Math Academy, which provides personalized content and adaptive embedded assessments to support existing curricula, can improve learning outcomes and engagement for kindergarten and first grade students (N = 505 treatment, 481 control). Findings indicate that students using My Math Academy made significant learning gains in math relative to children who did not. More skills mastered in My Math Academy was associated with greater learning gains on the external assessment, with the greatest impacts among students with lower levels of math knowledge, where there was more room for growth and on the most difficult skills. Teachers surveyed found My Math Academy easy to use in their classrooms and recognized it as a valuable learning resource that supplemented their existing curricula to improve students’ engagement, motivation, and confidence in learning math.

Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students.

While the field of learning disabilities has grown substantially over the past several decades (Grigorenko et al. in Am Psychol 75:37, 2020) little work has explored the role of internalizing symptoms among struggling students. The present study compared struggling and typical readers on several child reported internalizing measures at both the beginning and end of a school year during which time they received either classroom-as-usual or research-team provided intensive intervention. Struggling readers who did and did not meet reading benchmarks were also compared at year-end. While minimal differences were present at the beginning of the year, numerous differences were observed at the end, with students exhibiting persistent reading struggles reporting significantly greater distress. Bi-directional associations emerged with beginning of year group status predicting internalizing symptoms and beginning of year internalizing symptoms predicting end of year intervention response group status. Findings are discussed in terms of future directions for enhancing intervention studies of struggling readers.

Effects of a web-based alcohol drinking prevention program linking school-to-home in elementary students.

We investigated the effects of a web-based alcohol drinking prevention program among early elementary school students in South Korea using the theory of planned behavior. This study utilized a combined family and school intervention approach. This was a quasi-experimental study with a non-equivalent control group. A total of 251 third graders (experimental group: 170, control group: 81) from four public schools were included. A web-based alcohol drinking prevention program was implemented in five weekly sessions. Students' attitudes, subjective norms, perceived behavioral control (PBC), and intentions toward alcohol drinking prevention behavior were evaluated through pre- and post-tests. The average age of the participants was 9years in both the experimental (82 male and 88 female students) and control (44 male and 37 female students) groups. A significant improvement in attitudes, PBC, and intentions toward alcohol drinking prevention behaviors was found in the experimental group. A web-based alcohol drinking prevention program combining family and school interventions for lower elementary school students was effective at increasing intentions toward alcohol drinking prevention behavior. Alcohol drinking prevention programs should target lower elementary school students to effectively postpone the onset of alcohol drinking.

French vocabulary development of early-elementary students in a dual language immersion program: The role of out-of-school input and output

Aims: The current study seeks to better understand the effects of input quantity, input quality, and output on the French vocabulary development of early-elementary school students attending a French–English dual language immersion (DLI) program in the United States. Design: The participants were 42 early-elementary students attending a French–English DLI program, who participated in a longitudinal study. At the beginning of the study, they experienced variability in out-of-school French input and output. Data and analysis: Data on out-of-school French input and output came from parents’ responses on a survey. Children’s French receptive vocabulary was measured using their scores on the Échelle de Vocabulaire en Images Peabody, while their French expressive vocabulary was measured using the number of different words employed on a picture description task. Their vocabulary skills were assessed over one year, and data from the five time points were used to fit a longitudinal growth model. Findings: Students who were exposed to more French input had higher scores on the French receptive vocabulary measure at baseline, whereas those who produced more French output had higher scores on the French expressive vocabulary measure at baseline. Maternal French proficiency had no significant effect on French receptive and expressive vocabulary scores at baseline. Originality: Few previous studies, if any, have analyzed the associations between input, output, and vocabulary development in the DLI context; that is, the extent to which children’s vocabulary trajectories in the partner language are affected by their out-of-school input and output experiences. Implications: Bilingual programs ought to emphasize both input and output in the target language given their unique contribution to children’s receptive and expressive language skills. Also, future research on bilingual vocabulary development should examine input and output in both languages.

“It's a chance to make mistakes”: Processes and outcomes of coding in 2nd grade classrooms

Several gaps exist in the literature on coding. First, little exploration has focused on early elementary school students. In addition, close description of the overall context of coding tasks at this level is rare. Further, there is a need for both teacher and student voices around coding experiences to be heard. Moreover, a task engagement framework has not been used to evaluate the process or outcomes of early elementary coding tasks. Therefore, an exploratory holistic case study design was used to investigate student and teacher processes and outcomes of coding lessons in order to fill gaps in the literature. In this study, forty-six 2nd grade students, two teachers, and four researchers completed two one-week units on basic coding. Multiple descriptive and numeric data sources were employed to describe the process and outcomes of learning coding. Conclusions include: (1) teachers should start learning about coding first with short awareness sessions and then move to their own classrooms with knowledge brokers and other forms of assistance; (2) a focus on content and process, including problem-solving, is effective for coding with young children; (3) there can be a high level of engagement for teachers and students with the use of robots and welldesigned, age-appropriate coding tasks, and; (4) multiple data sources and the inclusion of both teacher and student data are essential in exploring coding in classrooms.

An Interprofessional Approach to Dialect-Shifting Instruction for Early Elementary School Students.

Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school participated in a 7-week dialect-shifting instruction co-taught by the classroom teachers and a speech-language pathology graduate clinician. Students' use of dialect-shifting and dialect density was measured by calculating dialect density measures in retells presented in AAE and mainstream American English and responses to situational dialect-shifting and applied dialect-shifting tasks. Teacher surveys and interviews about the feasibility and perceived impacts were conducted. Results Initial impacts of the curriculum demonstrated increased dialect awareness for all students, with grade-level differences when students were asked to explicitly dialect-shift. In particular, second- and third-grade students were more proficient at dialect-shifting AAE features included in the curriculum. Additionally, high rates of administrator, teacher, and student satisfaction, teacher generalization, and maintenance of incorporating contrastive analysis instruction into class activities were reported. Conclusions Literacy and play-based instruction are feasible methods to create a dialect-shifting curriculum tailored to younger students. Furthermore, the feasibility and effectiveness of the curriculum were supported by an interprofessional approach. Supplemental Material https://doi.org/10.23641/asha.13524317.

PENINGKATAN KEMAMPUAN MENULIS PERMULAAN MENGGUNAKAN MEDIA GAMBAR DAN PENDEKATAN KETERAMPILAN PROSES SISWA

Preliminary writing is a stage of the writing process for early grade elementary school students. Students learn to acquire abilities and master techniques in writing correctly. Therefore, teachers need to design well-written learning.This research was carried out with the aim of improving the initial writing ability using image media and the process skills approach of grade 1 students at SDN 45/1 Sridadi Batanghari Regency and to find out the effectiveness of the learning process. This classroom action research uses a modified Kemmis and Mc Taggart model that uses a spiral self-reflection system that begins with planning, action, observing, reflecting, re-planning as the basis for a problem solving approach. Based on the results of the research that has been done, it can be concluded that the use of image media with a process skill approach can improve the initial writing ability of grade 1 elementary school students in writing stories simply stories.

Inovasi Pengabdian Pusat Kesehatan Matematika Sekolah (Puskesmas) dalam Pembelajaran Matematika Berbasis Alun-alun Kota

COMMUNITY SERVICE INNOVATION OF THE SCHOOL MATHEMATICS HEALTH CENTER (PUSKESMAS) IN LEARNING MATHEMATICS BASED ON THE TOWN SQUARE. The purpose of this study was to develop an innovation in the school’s mathematics health center in mathematics learning through city square-based mathematics learning. Descriptive method is used with subjects in early childhood and elementary school students who are in the location of the school mathematics health center. The instrument used by the researcher itself, data collection techniques using structured interviews, observation and documentation. The data analysis technique used triangulation, data reduction, data presentation and conclusion drawing. The results showed that the media presented at the Puskesmas were all new and they had not yet gotten them in their respective schools. The attitude of students who become happy, like, cheerful in learning mathematics and easy to understand mathematical concepts, and bring out the creativity of early age and elementary school students in learning mathematics. Student concentration also increases because the learning model used uses an individual approach, so that they can focus more on seeing the student learning process. Parents who accompany their children generally feel happy because their children enjoy learning mathematics. Puskesmas activities have an impact on early age and elementary school students to be happy learning mathematics, like learning with mathematics media, cheerful in following math tutoring and enjoy learning mathematics. This program is also highly supported by parents because it is very helpful in the learning process of their children and eases the family’s economic burden in education.

PENGABDIAN MASYARAKAT DAN ANAK - ANAK MELALUI KKN-T MENGENAI EDUKASI PENCEGAHAN COVID-19 DI DESA DUKUH CIKUPA

<span class="ShortAbstract"><span>Tema Kuliah Kerja Nyata Tematik (KKN-T) yang penulis gunakan adalah penanggulangan dan edukasi pencegahan Covid-19 dengan sasaran program siswa PAUD, TK, sekolah dasar, s</span></span><span class="ShortAbstract"><span>ekolah </span></span><span class="ShortAbstract"><span>menengah pertama, dan s</span></span><span class="ShortAbstract"><span>ekolah </span></span><span class="ShortAbstract"><span>menengah atas serta masyarakat di lingkungan tempat tinggal mahasiswa. Penulis merancang beberapa program khusus yang berkaitan dengan tema KKN-T, dengan pertimbangan untuk tetap mematuhi protokol kesehatan yang berlaku. Program-program yang telah penulis rancang diharapkan dapat tercapainya tujuan dari tema yang telah di pilih. Tujuan program-program antara lain. 1) mengetahui kesadaran masyarakat dan anak-anak terhadap bahaya Covid-19, 2) meningkatkan literasi membaca melalui poster mengenai penanggulangan dan pencegahan Covid-19, 3) menginformasikan terkait cara pembuatan <em>face shield</em> dan cairan disinfektan kepada masyarakat, 4) menanamkan kebiasaan cuci tangan dengan benar kepada anak-anak. Metode pelaksanaan menggunakan</span></span><span> langkah sebagai berikut: identifikasi potensi dan menganalisis permasalahan di dalam masyarakat, perancangan program, penelitian pustaka untuk acuan materi yang digunakan selama pengabdian, metode observasi lapangan dilakukan untuk mengetahui lokasi dan tempat pemasangan poster, dengan mendatangi masyarakat secara langsung sekaligus untuk melaksanakan kegiatan cara pembuatan <span class="ShortAbstract"><em>face shield</em></span><span class="ShortAbstract"> dan cairan disinfektan serta menanamkan kebiasaan cuci tangan dengan benar. Berdasarkan observasi lapangan terdapat perbedaan yang mengarah pada h</span></span><span class="ShortAbstract"><span>al</span></span><span class="ShortAbstract"><span> yang lebih baik mengenai kesadaran masyarakat terhadap bahaya Covid-19, ketika sebelum dan sesudah pelaksanaan program.</span></span>