First Grade Research Articles

DEVELOPMENT OF A STUDENT’S GRAPHIC WRITING SKILL IN THE DIGITAL WORLD: PROBLEM STATEMENT

A child learns to write in the fi rst grade or in kindergarten preparatory groups. It is important to know why most children write poorly. Purpose is to fi nd out what happens in the inner world of a child when learning to write: why are the rules of writing acquired easily, quickly and well by one child, and hard, long and badly by another? Expert analysis shows that writing is a complex type of intellectual activity. Writing skills are formed during primary school education, being a kind of motor skill for mastering the shape of letters, the speed of writing. Russian writing is of sound-letter type. The basic unit of study is writing graphic elements of letters. The letter and the sound often do not match. Causes of diffi culties are that the arm gets tired quickly, the work line is lost, the incorrect spelling occurs, the concepts of “left”; “right”; “page” etc. do not differ. The student’s hand is not ready for writing due to the weakness of fi ne motor skills of the fi ngers, insuffi - ciently formed visual-motor coordination and abilities: arbitrary attention, visual and auditory perception, visual and auditory memory, ideas, thinking, will, self-control, speech. Learning hours assigned to form writing skills is insuffi cient. It is being reduced due to the introduction of remote training. The structure of graphic writing skill includes different representations: auditory, articulatory, visual, kinesthetic and motor. Hearing, speech, sight and hand are included in the fi nal act of writing in different ways. Gorfunkel, Guryanov, talk about the graphic norms of writing, about the types of mistakes when writing words; Luria, Bezrukikh about analysis; Bezrukikh about the importance of posture and pauses when writing. Conclusion. We need a scientifi cally based methodology for teaching writing to right-handed and left-handed children.

Characterization of different grades of Jiuqu hongmei tea based on flavor profiles using HS-SPME-GC-MS combined with E-nose and E-tongue

In order to distinguish different grades of Jiuqu hongmei tea (black tea), four different grades of Jiuqu hongmei tea were used as materials in this study: Super Grade (SuG), First Grade (FG), Second Grade (SG), and Third Grade (TG). HS-SPME-GC-MS combined with electronic nose (E-nose) and electronic tongue (E-tongue) technology was used to detect and analyze tea samples. The results showed that 162 volatile substances were identified, mainly alcohols, followed by hydrocarbons, aldehydes, ketones and esters. Twenty-nine volatile compounds were found in all grades of tea samples. The results of heat map analysis showed that the relative contents of five volatile compounds in different grades of Jiuqu hongmei tea were positively correlated with the grades of Jiuqu hongmei tea. By orthogonal partial least squares discriminant analysis (OPLS-DA), 35 different compounds of SuG and FG, 30 different compounds of SG and TG, 34 different compounds of FG and SG were found. Overall, the results indicated that there were significant differences in volatile compounds among different grades of Jiuqu hongmei tea, and the use of HS-SPME-GC-MS combined with E-nose and E-tongue could provide a scientific reference method as an effective tool for detecting flavor characteristics of other types of black tea grades.

ЛІНГВОКРАЇНОЗНАВЧИЙ АСПЕКТ РОЗВИТКУ МОВНО- МОВЛЕННЄВОЇ ОСОБИСТОСТІ ПЕРШОКЛАСНИКІВ У ПЕРІОД НАВЧАННЯ ГРАМОТИ

У статті проаналізовано особливості розвитку мовно-мовленнєвої особистості учнів першого класу на уроках української мови. Обґрунтована необхідність і висвітлена специфіка реалізації лінгвокраїнознавчого аспекту соціокультурної компетентності з метою формування в першокласників національної свідомості, духовного багатства і культури. Узагальнено напрями мовленнєвого розвитку, рекомендовано прийоми і засоби навчання української мови з опорою на мовне чуття дітей, наведено приклади завдань.

A new strategy for grading of Lu’an guapian green tea by combination of differentiated metabolites and hypoglycaemia effect

Predictable tea grading bears not only scientific merit, but also commercial value. Lu'an guapian green tea (LGGT) is one of the most famous green teas in China. Based on morphology and sensory flavour, LGGT was traditionally graded as first premium (FP), second premium (SP), first grade (FG), second grade (SG), third grade (TG) and summer grade (SuG). The chemical profiles and distinct metabolites distinguishing different grades of LGGT are yet to be defined, neither the grade related health benefits be evaluated. In present study, non-targeted metabolomics combined with chemometrics analysis showed that FP and SP, FG and SG exhibited high similarity, respectively. TG and SuG both exhibited great difference from the other grades. Therefore, LGGT could be regrouped into four grades. Furthermore, eight metabolites were identified and displayed grade related bio-markers of LGGT, which are gallic acid, catechin, gallocatechin, salicylic acid, theasinensin B, theasinensin C, kaempferol 3-(6′'-rhanmnosylsoporoside) and l-linalool 3-[xylosyl-(1->6)-glucoside]. Quantitative analysis further confirmed that gallic acid, catechin, gallocatechin and salicylic acid were distinct grade-related metabolites. In vitro and in vivo data showed that methanol-extracts of higher grades LGGT exhibited more potent α-amylase and α-glucosidase inhibitory activity and hypoglyceamia effect than that of lower grades.

Metabolite differentiation and antiobesity effects between different grades of Yuexi Cuilan green tea

• Four grades of YCGT are suggested to regroup into three grades. • The contents of gallic acid, protocatechuic acid, salicylic acid are found to have positive correlation, while epigallocatechin, rutin, theobromine exhibited negative correlation with grades of YCGT. • High grade showed better antiobesity effects than lower grades of YCGT. The distinct chemical compounds and health benefits between different grades of YCGT have not been reported yet. The current study employed untargeted and targeted metabolomic approaches to analyze grade-related characteristic metabolites, and used high-fat diet (HFD) induced obese mice to evaluate antiobesity effects among four grades of Yuexi Cuilan green tea (YCGT). Based on chemical profiles and quantitative analysis, second premium grade (SP) exhibited a high similarity with first grade (FG), and proposed to be merged into FG. A total of 41 differentiated metabolites were screened and identified among four grades of YCGT. There were 18 chemical markers closely correlated with grades, mainly phenolic acids and carbohydrates. In addition, dietary supplementation of YCGT significantly decreased body weight and fat mass in HFD fed C57BL/6J mice, and the antiobesity effects were more profound for the FP grade than that of other lower grades.

The relational and normative accommodation to the school environment of the pupils from traditional and step by step classes

Beginning from the presence of Step by Step educational alternative at the level of the Romanian educational space, from its spreading area and from its defi nitive specifi c aspects which this alternative illustrates at the level of the instructive-educative process, we decided to approach a comparative study between this educational alternative and the traditional educational system on the direction of pupils’ relational and normative accommodation inside the school environment. We can diff erentiate the following indicators for relational accommodation dimension: pupils’ relational behaviour and their capacity to communicate with peers and teachers. Used instruments: questionnaire (questions II and III). The obtained results can determine if this educational alternative is suitable for our country educational system. Within the Step by Step pattern, in the fi rst grade, the number of pupils who manage to do this is 10, which is 20.8%, in the second grade, the number rises to 25, which is 52.1%, while in the third grade the number rises to 35 pupils, which constitutes 72.9%.

DIFFERENCES IN VISUAL ACUITY, NUTRITIONAL STATUS AND MOTOR FUNCTION IN NEW ELEMENTARY STUDENTS IN RURAL AND URBAN AREA

School children in rural and urban areas need attention in terms of education and health. This study was aimed to analyze diff erences in visual acuity, nutritional status and motor function among school-age children in rural and urban areas. This was an analytic observational with cross-sectional design. As much as 57 students at SD Sokanegara and Kedungbanteng elementary school was recruited by purposive sampling method with inclusion criterias including fi rst grade of elementary school student in healthy condition. Visual acuity data was examined by using Snellen Chart, nutritional status data by anthropometric measurements of body weight and height was calculated using the BMI for age index, while motor function was obtained by Carpenter Motor Ability Test measurements. Data was analyze using the Mann Whitney test. The results showed there were diff erences in visual acuity (p= 0.001) and nutritional status (p= 0.027) in rural and urban school children, while motor function did not show any signifi cant diff erence (p= 0.783). It is recommended to increase outdoor activities as a protection against visual acuity

Osteopathic correction of somatic dysfunctions in preschool children with delayed speech development

Introduction.Speech disorders are currently observed in an average of 30 % of children of the fi rst grade of school. It means that objectively during the preschool period, one third of the entire population of children have speech function that does not reach the norm and requires additional correction by specialists. In recent years birth injury has been considered one of the possible reasons for the high frequency of speech disorders. As practice shows, the possibilities of drug therapy for children with speech disorders are very limited. That is why it is relevant to expand non-drug methods for the restoration of speech functions. The goal of research — to justify the use of osteopathic correction of somatic dysfunctions in order to improve sound pronunciation in preschool children.Materials and methods.In the period from 2012 to 2018, a prospective controlled randomized study was performed on the basis of Tyumen Institute of Manual Medicine. The work is based on the results of examination and treatment of 98 preschool children with delayed speech development. 18 people were excluded from the study in accordance with exclusion criteria. Depending on the treatment method used, all patients were divided by simple randomization using the envelope method into two comparable groups (main and control) of 40 people. Patients of both groups underwent a complete speech therapy correction and training course, which included individual lessons. Patients of the main group underwent the same speech therapy, as well as the osteopathic treatment in accordance with the developed algorithm. All patients underwent osteopathic examination and a combined assessment of the severity of speech disorders before and after the treatment.Results.The study showed that the presence of global, regional and local somatic dysfunctions was typical for children of preschool age with a delay in speech development. Somatic dysfunctions of head, neck and thoracic regions were most often observed. In the course of the treatment, patients of the main group showed a statistically significant decrease in the frequency of detection of somatic dysfunctions of head, neck, and thoracic regions, of local somatic dysfunctions of the cranial sutures and the thoracoabdominal diaphragm (p<0,05). In patients of the control group, there was no statistically significant decrease in the number of somatic dysfunctions. In children with impaired speech development who underwent complex therapy, which included osteopathic correction and individual lessons with a speech therapist, there was a significant decrease in the severity of speech disorders compared with patients of the control group (p<0,00001).Conclusion.Osteopathic correction of somatic dysfunctions (with a certain sequence of techniques aimed to treat connective tissue disorders, including decompression, elimination of edema and hypoxia in children with delayed speech development), allows to achieve a statistically signifi cant improvement in children′s condition compared with standard treatment.

Innovative Technologies and Technical Means for Industrial Nursery Farming

Russian manufacturing companies do not produce high-clearance equipment for nursery farms growing fruit and berry planting material. In this respect, VIM and Michurinsk State Agrarian University have developed a system of high-clearance machines, taking into account the nursery area, thus providing for effi cient production. (Research purpose) Increasing the effi ciency of growing seedlings and apple rootstocks reproducing in a vegetative way in a mother plantation by means of complex mechanization based on universal technical equipment and technological modules with rational design parameters and kinematic characteristics of working units. (Materials and methods) General methodology for testing machines and working units was supplemented with specifi c methods used in accordance with the research program. The authors made experimental models of machines for spring opening of grafters, cultivating growing shoots, cleaning leaves, and separating branches; provided a system of automatic orientation over a number of plants; and developed a set of technical tools for the care of grafters. (Results and discussion) It has been determined that high-quality spring opening of a mother plantation with the observance of optimal timing for opening shoots increases the productivity of the mother plantation by 7-10 percent. Establishing an optimal environment for plant development using a machine with an active working unit for hilling growing shoots increases the output of standard layering up to 86.2-90.6 percent. Appropriate mechanized separation of layering in improved cutting conditions allowed to increase the yield of standard layering by 5-7 percent, and in the subsequent year there was an 8-10 percent increase in the yield of standard layering (of the fi rst grade) due to their better rooting. (Conclusions) The economic effi ciency of using a universal mechanized set of machinery in a mother plantation is from 514 thousand to 664 thousand rubles per one hectare. The use of high-level technical means of SUVES, VP-1.5 and AP-1.5 with replaceable technological modules increases the level of mechanization by an average of 30 percent, signifi cantly reduces labor costs – up to 20 percent, and improves working conditions for operating staff .

Ampliando comportamentos pró-éticos dos alunos: relato de pesquisa e intervenção com educadores do ensino fundamental

The aim of this research was to describe effects of an intervention with educators from the fi rst grade of elementary school, seeking to expand basic social abilities consistent with pro-ethical repertoires. Par

El sistema de calificación cualitativa para la Prueba Gestáltica de Bender – Modificada. Estudio preliminar de sus propiedades psicométricas

The present report describes the psychometric properties of the Qualitative Scoring System for the Modifi ed version of the Bender-Gestalt Test, in a 97 children’s group, that are going to enter to fi rst grade of elementary education in a public school of Lima. Our fi ndings report modest levels of reliability internal consistency and test-retest reliability, in comparison with the coeffi cients of the manual, but their potential range (due confi dence intervals) gets to high levels. The correlation with task orientation, fl uid intelligence and parental report of fi ne-motor behavior give support to the validity and utility of this new scoring system in the context of fi rst grade children’s assessment. We discuss the limits and relevance of this scoring system for the psychoeducational research and assessment

The development of epiphonological and metaphonological processing at the start of learning to read: A longitudinal study

The processes involved in the processing of phonological information (awareness and phonological recoding) now occupy a key position in the study of the acquisition of reading. The research performed in the field of learning to read have helped support the idea that the learning of writing is based on the ability to develop a phonological knowledge of the formal properties of the spoken language (Mattingly, 1972). Many studies have therefore been devoted to the relations between the learning of reading and phonological skills, that is to say the ability to perform a phonological analysis of spoken language. The present research concerns the development of the phonological skills both before and during the teaching of reading through the longitudinal study of children in their final year of nursery school (NS) and in first grade (FG).

REINFORCED RACIAL INTEGRATION IN THE FIRST GRADE: A STUDY IN GENERALIZATION1

This study investigated possible factors in promoting racial integration, a matter of practical concern in schools today. Specifically, the effect of social and tangible reinforcement was studied on the social integration of five black children in a predominantly white classroom. "Sitting and seating with a new friend" in the school cafeteria was manipulated by (a) teacher directive combined with reinforcement and (b) by positive reinforcement alone. Treatment effectiveness was studied in the cafeteria and as generalization effects to a free-play period. The results indicated that reinforcement produced significant generalization to integrated free play, although intersubject variability was present. Evidence suggests that reinforcement techniques can be used effectively to promote social integration.

MOTIVATIONAL AND ATTITUDINAL CONTENT OF FIRST GRADE READING TEXTBOOKS: Their Influence on Reading Behavior and Socialization

MOTIVATIONAL AND ATTITUDINAL CONTENT OF FIRST GRADE READING TEXTBOOKS: Their Influence on Reading Behavior and Socialization

A modified clinic technique in a visual survey of a first grade population.

Journal of School HealthVolume 36, Issue 9 p. 448-449 A MODIFIED CLINIC TECHNIQUE IN A VISUAL SURVEY OF A FIRST GRADE POPULATION Carl L. Rosen Ph.D., Carl L. Rosen Ph.D. Reading Department, College of Education, University of GeorgiaSearch for more papers by this author Carl L. Rosen Ph.D., Carl L. Rosen Ph.D. Reading Department, College of Education, University of GeorgiaSearch for more papers by this author First published: November 1966 https://doi.org/10.1111/j.1746-1561.1966.tb05614.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume36, Issue9November 1966Pages 448-449 RelatedInformation

FACTOR STRUCTURE OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN AT PRE-SCHOOL LEVEL AND AFTER FIRST GRADE: A LONGITUDINAL ANALYSIS.

In order to determine the changes in mental factor structure with increasing age and educational maturity, two factor analytic studies were made. In 1961, 163 pre-school children were examined with the Wechsler Intelligence Scale for Children and 4 reference tests. One year later this test battery was repeated with 153 of the same children. The 10 standard WISC subtests, except coding, were split into 2, 3, or 4 parts to yield as many variables as possible. Kaiser's varimax rotation was applied to the 30 by 30 matrix. Evidence is presented supporting 8 statistically significant uncorrelated factors at the pre-school level and 10 factors after 1 yr. of school. At least 6 factors are readily identified by WISC subtests, or by combinations of WISC subtests. Our findings support Garrett's developmental theory of intelligence. By age 6 differential mental abilities are clearly discernible. Six factors extracted at pre-school level are stable and congruent with those found after 1 yr. of school.

SYNTACTIC RULES USED BY CHILDREN FROM PRESCHOOL THROUGH FIRST GRADE.

A transformational model of syntactic structures was used to describe children's grammar from under 3 years of age to over 7 years as a self-contained system and to indicate developmental trends. It was found that almost all the basic structures used by adults to generate their sentences are in the grammar of the below 3-yearold children, an indication of how early language is categorized and used in terms of grammatical rules. However, one developmental trend noted was an almost steady rise in the percentages of children using transformations as an increasingly older population was observed. The youngest children excluded rules at the phrase structure and transformational levels of the grammar and alternated more restricted and nonrestricted rules at all three levels of the grammar. The addition of these excluded rules and a change in the number and nature of the restricted forms used seem to be developmental trends.

Measuring Reading Readiness

Previous articleNext article No AccessMeasuring Reading ReadinessJ. Murray Lee, Willis W. Clark, and Dorris May LeeJ. Murray Lee Search for more articles by this author , Willis W. Clark Search for more articles by this author , and Dorris May Lee Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 34, Number 9May, 1934 Article DOIhttps://doi.org/10.1086/457092 Views: 3Total views on this site Citations: 10Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Nayyereh Zamani, , Saeid Hassanzadeh, , Mohsen ShokoohiYekta, , Bagher Ghobari Bonab, Developing Reading Readiness Test for Preschool Children: Study of the Preliminary Version's Psychometric Properties, Quarterly Journal of Child Mental Health 6, no.22 (Jul 2019): 101–110.https://doi.org/10.29252/jcmh.6.2.12Judith A. Arter, Joseph R. Jenkins Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal, Review of Educational Research 49, no.44 (Jun 2016): 517–555.https://doi.org/10.3102/00346543049004517Larry C. Sexton, James H. Treloar , Measurement and Evaluation in Guidance 12, no.33 ( 1979): 140.https://doi.org/10.1080/00256307.1979.12022196 Nancy G. Whisler Visual-Memory Training in First Grade: Effects on Visual Discrimination and Reading Ability, The Elementary School Journal 75, no.11 (Oct 2015): 50–54.https://doi.org/10.1086/460871Dale D. Johnson The Teaching of Reading, The Journal of Educational Research 67, no.99 (Dec 2014): 412–420.https://doi.org/10.1080/00220671.1974.10884671Lawrence C. Hartlage, David G. Lucas Group Screening for Reading Disability in First Grade Children, Journal of Learning Disabilities 6, no.55 (Aug 2016): 317–321.https://doi.org/10.1177/002221947400600507LAWRENCE C. HARTLAGE, DAVID G. LUCAS PREDICTING READING ABILITY IN FIRST GRADE CHILDREN, Perceptual and Motor Skills 34, no.22 (Apr 1972): 447–450.https://doi.org/10.2466/pms.1972.34.2.447Wyatt E. Stephens, Ernest S. Cunningham, B. J. Stigler Reading Readiness and Eye Hand Preference Patterns in First Grade Children, Exceptional Children 33, no.77 (Feb 2018): 481–488.https://doi.org/10.1177/001440296703300706Josephine H. MacLatchy, Katherine McLaughlin, Louis E. Raths Chapter XI: Activity Programs in Nursery School, Kindergarten, and Elementary School, Review of Educational Research 7, no.55 (Jun 2016): 526–544.https://doi.org/10.3102/00346543007005526 Chapter VII: Reading, Review of Educational Research 5, no.11 (Jun 2016): 54–69.https://doi.org/10.3102/00346543005001054

History in the Elementary School

REPRODUCTION of home life by means of plays. Building of playhouses with blocks, and making of furniture with cardboard, raffia, and wood. Visits to farms, shops, and buildings in the process of construction. Dramatization of neighborhood activities, as the life of the firerian, the postman, and the newsboy. Literature.-Stories of home life and of household work; fairy stories. REFERENCES: Elementary School Record, No. 5; ELEMENTARY SCHOOL TEACHER, Vol. II, Nos. 4, 5, 6. FIRST GRADE.