First-grade Students Research Articles

Fostering Reading Success: Investigating Connected Phonation as a Key Strategy for Word Reading Fluency

This single case study examined the effects of segmented and connected phonation decoding training on improving word reading accuracy for three first-grade students who demonstrated challenges with accurate word reading and decoding skills. Visual analysis and single-case effect size calculations indicate students improved their correctly read words per minute performance across six weeks of intervention. Both segmented and connected phonation strategies are helpful when learning to read; however, when reading consonant-vowel-consonant words with short vowels and continuous beginning sounds, using the connected phonation decoding strategy may facilitate decoding skills for early readers more efficiently. Findings suggest students who require additional word reading practice and decoding opportunities may benefit from connected phonation. Implications for practice and suggestions for future research direction are provided.

The Effects of Using Augmented Reality on Phoneme and Word Reading for First Grade Students With Autism and Developmental Delays

This study was to determine the effectiveness of augmented reality on phoneme and word reading for three first-grade students with developmental delays and autism in a self-contained elementary school classroom. Effectiveness of the intervention was evaluated with a multiple probe across word sets research design. An augmented reality iPad app was used to overlay video models for the process of reading decoding over a printed sheet for each word. The printed sheet contained triggers for separate videos showing reading of each individual phoneme, blending all phonemes together slowly, reading the word aloud, and defining the word. All participants increased their ability to read phonemes and words. Our findings have implications for teachers who want to use interactive technology to teach reading skills to young students with autism and developmental delay.

늘봄학교의 초등학교 저학년 대상 지속가능한 식생활교육 프로그램 개발

This study developed and evaluated a sustainable food education program for lower elementary school students as a model for Neulbom School, a recently introduced program providing child care and education in elementary schools. The program consisted of 30 sessions over 15 weeks during the second semester of the 2024 academic year for first-grade students at an elementary school in Seoul. Focusing on fostering healthy eating habits and cultivating basic cooking skills for sustainable food practices, a series of lessons were developed on the importance of eating, taste education, awareness of diverse foods, basic cooking, and reducing food waste. These lessons were designed in line with the developmental stages of first graders and included content on cooking practices that reflected and addressed the needs of both students and parents. To this end, necessary lesson plans and teaching materials were developed for each lesson, creating a student-centered approach that met the needs of the target audience. We aimed to nurture basic self-management skills through storytelling with children's books in line with students' developmental stages, body expression activities, and communication through play. Program effectiveness was evaluated through observations of students' behavior, records, and class outputs, as well as participant interviews. The results showed improved basic lifestyle habits and social development, strengthening self-management capabilities. Moreover, both students' and parents' interest in the program increased as they recognized its potential and the need for its expansion as an effective educational tool for elementary school students. Recommendations for program improvement and expansion included customizing and supporting school-based food education programs, developing and expanding age-appropriate cooking utensils, improving awareness and providing the necessary equipment for hygiene and safety for cooking, and offering efficient administrative support for material preparation and food handling. As a novel educational approach that combines care and education, this study seeks to expand the food education component—traditionally underrepresented in the elementary school curriculum—into a program that fosters self-management skills in food management through educational activities offered by the Neulbom School.

Effects of an intervention for first-grade students at risk for dyslexia

Effects of an intervention for first-grade students at risk for dyslexia

Impacts of a Teacher-Delivered Reading Intervention on Word-Level Fluency for Early Elementary Students at Risk for Reading Difficulties

This study examined the impacts of a teacher-delivered reading intervention, Targeted Reading Instruction (TRI), in improving students’ word-level fluency skills. TRI teachers received training and coaching to enhance their individualized instruction of lessons designed to accelerate reading growth for students not yet meeting grade level expectations to mitigate subsequent identification of a reading-related disability. In a sample of 548 kindergarten and first-grade students within 117 classrooms in 10 rural schools, we examined differences on timed word-level fluency outcomes between treatment students (n = 301 in 66 classrooms) and control students (n = 247 in 51 classrooms), controlling for non-timed word reading accuracy and moderating by rapid automatized naming (RAN) skills. Multilevel models showed that treatment students outperformed control students on measures of real word fluency (g = .17) and pseudoword fluency (g = .23). Interaction terms of treatment by RAN were not significant. Results suggest that teacher-delivered reading intervention can promote word-level fluency gains for young students reading below grade level, regardless of their RAN skills.

Pengaruh Metode Struktural Analitik Sintetik (SAS) Terhadap Peningkatan Kemampuan Membaca Awal dan Menulis Awal Kelas 1 SDN Gili Anyar

The study, titled "The Influence of the Structural Analytic Synthetic (SAS) Method on Improving Early Reading Skills," examines the factors that contribute to students' reading difficulties, including (1) lack of knowledge about letters and (2) inability to understand the meaning of sentences being read. Therefore, the researcher implemented the SAS method as a strategy for early reading instruction. This research employed a quantitative experimental method to improve the reading abilities of first-grade students at SDN Gili Anyar. The study adopted a one-group pre-experimental design, consisting of pre-test and post-test phases. A quota sampling technique was used to select 22 first-grade students as participants. Data were collected through tests and observations, and a z-test was employed to assess the differences in mean scores before and after the intervention. The findings are as follows: 1) The average reading ability of the students before the intervention (pre-test) was 81.37, categorized as sufficient. 2)After the intervention (post-test), the average score improved to 91.17, categorized as very good. 3)The study concludes that the hypothesis (H1) is accepted, indicating that the SAS method effectively enhances the reading skills of first-grade students at SDN Gili Anyar.

School-based hearing screening of first-grade students in Saudi Arabia: A pilot study.

Hearing loss in children is a global concern. Early identification and intervention are critical for minimising the adverse effects of hearing loss. Despite the implementation of hearing screening programmes in Saudi Arabia, more research is needed on the audiological profiles of first-grade students. This study aimed to characterize the audiological profile of first-grade students in Saudi Arabia and to raise awareness among parents, schools, and decision-makers about the need for hearing screening programs and the implementation of an effective monitoring and management system in the country. This cross-sectional descriptive study assessed the audiological profile of 308 first-grade students in Riyadh, the capital of Saudi Arabia, using pure-tone audiometry (PTA) and tympanometry. Additionally, two questionnaire-based assessments, one for parents and one for the home teacher, were developed to predict students who failed PTA. Among the students screened, 26.3% failed PTA. Tympanometry identified abnormal middle ear function in 30.5% of the students. The discrimination capacity of both questionnaires in identifying students who failed PTA screening was poor. A 26.3% prevalence rate of PTA screening failure, and a 30.5% of middle ear pathologies were noted. Both parent and teacher questionnaires were ineffective tools for identifying hearing loss among first-grade children who failed PTA screening.Contribution:This pilot study recommends that primary schools incorporate hearing screening as a regular practice of their preventative healthcare system. The study emphasises the importance of establishing international standards for school-based hearing screening to enhance its efficacy and develop more effective hearing screening questionnaires.

Current Status of First-Grade Students' Adaptability in Learning Activities

This study surveys the current state of adaptability in learning activities among first-grade students, aiming to assess their capacity to adjust as they transition from preschool to primary school. The research identifies the challenges and advantages students encounter in learning activities and explores factors affecting their adaptability. An objective assessment scale was developed to measure the formation of adaptability in first-grade students, surveying 168 students. Additionally, a teacher-assessment scale was created to evaluate teacher observations of first-grade students' adaptive behavior in learning activities, covering 117 teachers and 23 classes across two provinces, Nghe An and Ha Tinh. All pairs of variables compared showed relatively strong positive correlations (ranging from a minimum of 0.38 to a maximum of 0.66). Consequently, it can be observed that the adaptability level of first-grade students in learning activities is closely related to their academic outcomes. The correlation coefficient between academic outcomes and behavior in low-determined situations was 0.65, which is higher than in high-determined situations (0.53). Therefore, the adaptability of first-grade students in learning activities is closely associated with their academic performance. Results from 117 surveyed teachers with first-grade teaching experience indicate that 100% agree that adaptability significantly influences students' learning processes and outcomes; 98.29% believe it is essential to focus on improving student adaptability in first-grade instruction.

Teacher's Perception Towards Introducing English Language from First Grade

The importance of English language education as a foreign language (FL) is growing significantly in today's globalized technological world, preparing young children to achieve a high level of social integration and language proficiency. Since English has spread widely internationally, many countries teach English at the elementary level to remain competitive in a global economy and to advance individual and national development. This study examines teachers' perceptions of teaching English to first-grade students. It will be evaluating the opportunities, strengths, and weaknesses of the English as a Foreign Language (EFL) program for first-grade students in Saudi Arabian schools. It will also identify differences between teachers' perceptions of teaching needs. The study relies on the questionnaire as the primary quantitative instrument to gather the data. Results confirm that teachers were outstandingly supportive and agreed with teaching a foreign language in first grade. Regarding the second theme of opportunities, strengths, and weaknesses of the EFL program for first graders in Saudi Arabia, many teachers expected opportunities and improvement for the EFL students in the future. The participants showed an urgent need for either educational courses or the appointment of specialized teachers to teach first-grade

The Transition Policy from Kindergarten to Primary Education

This research aims to comprehensively investigate the implementation of the kindergarten to primary school (PAUD-SD) transition policy in Tumpang District. The research method employed is qualitative with a descriptive approach. Data collection involved interviews, document gathering using recording tools and notebooks, along with references from relevant literature. Data analysis was conducted using the qualitative analysis method by Miles and Huberman, involving data reduction, data presentation, and data verification. To validate data authenticity, a triangulation approach was utilized, engaging various methods and diverse data sources. The research findings indicate that the implementation of the PAUD-SD policy in Tumpang District has been initiated through socialization by the district's education coordinator. This led to an agreement to establish PAUD-SD communication forums in each village, involving collaboration between Kindergarten and Primary School teachers to plan joint programs such as parenting for new student's parents, exchange visits between Primary School and Kindergarten, and a decision not to conduct mid-term or final evaluations for firstgrade students for the initial 6 months. However, the formal work program is awaiting guidance from the Malang Regency Education Office. The impact of this research underscores recommendations for promptly taking concrete actions to ensure that the establishment of the PAUD-SD transition forums in Tumpang District effectively achieves its objectives.

Predictors of Reading and Spelling Difficulties in Italian Children: Specific Language and General Cognitive Skills

This study investigated the role of domain-specific and domain-general factors in predicting early literacy skills in Italian children. A sample of 239 first-grade students was evaluated using a broad neuropsychological battery to assess their cognitive skills. The results showed that phonological awareness, rapid automatized naming, speed of processing, and attentional control all played a role in predicting reading and writing abilities. These findings support the importance of considering not just domain-specific language skills, but also domain-general cognitive skills when identifying children at risk of difficulties in reading and writing. The study supports the adoption of a multifactorial-probabilistic model to accurately diagnose specific learning disorders.

The Application of Total Physical Response (TPR) Method Through Songs to Improve Students' Vocabulary Mastery and Creativity: A Classroom Action Research at The First Grade

This study investigates the efficacy of using songs in conjunction with the Total Physical Response (TPR) method to enhance vocabulary mastering and creative thinking in EFL students. 36 first-grade students participated in two cycles of Classroom Action Research (CAR) at SMAN 03 Pamekasan. Students' low average score of 58 on the pre-test and initial observations indicated serious difficulties with vocabulary retention, spelling, pronunciation and accurate usage. TPR, which combines movement with language learning, was combined with songwriting exercises. In order to improve memory through dance and music, students worked in groups to compose and perform songs utilizing vocabulary words in the first cycle. Despite a 12.1% improvement in post-test scores, the results fell short of the minimal passing requirements set by English Teacher of SMAN 03 Pamekasan. Within the moment cycle, extra hone and anxiety-reducing measures, such as singing and acting out melodies some time recently testing, driven to a eminent advancement, with the normal score rising to 80. The think about found that the TPR strategy, when combined with tunes, altogether improved students' lexicon run, spelling, articulation, and exactness of utilization. Additionally, it cultivated more prominent understudy engagement, motivation, and inventiveness within the classroom. By and large, the investigate illustrates that TPR and tunes offer an compelling, intuitively approach to lexicon learning, making a difference understudies overcome challenges in dialect securing and making a more energetic and agreeable learning environment.

Development of a Cognitive Assessment Checklist for First-Grade Mathematics: Utilizing Hierarchical Cognitive Diagnostic Modeling in Elementary Education

This study aimed to address the need for a comprehensive assessment tool to evaluate the mathematical abilities of first-grade students through cognitive diagnostic assessment (CDA). The primary challenge involved in this endeavor was to delineate the specific cognitive skills and sub-skills pertinent to first-grade mathematics (FG-M) and to determine the most suitable model for assessment. Employing a mixed-methods approach, the research identified nine cognitive attributes essential for FG-M and developed a Q-matrix delineating the relationship between these attributes. A preliminary version of the FG-M checklist comprising 74 items was formulated. Subsequently, the assessment tool was administered to 1018 first-grade students, with their teachers utilizing the FG-M checklist for evaluation. Results indicated a commendable accuracy in classifying the nine cognitive attributes, ranging from 0.68 to 0.92, with an average accuracy of 0.76. Furthermore, the validity of the scores was corroborated by a substantial correlation (r = 0.78) between scores from the FG-M checklist and the arithmetic subtest of the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). Overall, the study concluded that the scores from the FG-M checklist are reliable for assessing the mathematical skills of first-grade students. The findings underscored the students’ proficiency in fundamental mathematical concepts such as cardinality, addition, subtraction, weight, and statistics. However, areas of weakness were identified in concepts related to multiplication, time, symmetry, and geometry. This research contributes significantly to the advancement of CDA in educational contexts, providing educators with a valuable tool for identifying students’ strengths and weaknesses in mathematical cognition.

Приобщение учеников младших классов к народной культуре малой родины средствами школьного музея

The authors present a museum lesson on the topic: “The decoration of a peasant hut”, conducted with first-grade students at the historical and ethnographic museum “Origins” of the Novooskolskaya secondary comprehensive school with an in-depth study of individual subjects. Based on this lesson, the possibilities of using school museum resources are considered, contributing to the formation and development of interest in the folk culture of their small homeland in younger students, which meets the requirements of the Federal State Standard of Primary General Education.

Meningkatkan Kreativitas Peserta Didik Menggunakan Model Project Based Learning Melalui Observasi Lingkungan Sekolah pada Fase A Kelas 1 SDN Sondakan

This study aimed to implement Project-Based Learning (PBL) through environmental observation to enhance the creativity and cognitive learning outcomes of first-grade students at SDN Sondakan, Surakarta. This Classroom Action Research (CAR) involved 6 students from the first-grade A phase in the 2024/2025 academic year. The research method involved planning, implementation, observation, and reflection. Data was collected through tests and observations. Qualitative descriptive analysis was used to measure cognitive learning outcomes (written summative tests, project performance success), creativity outcomes, and the learning process (success of implementing the Project-Based Learning model). The results showed a significant increase in students' creativity, producing original ideas (from 79% to 83%), creating original works and actions (from 77% to 81%), and demonstrating flexibility in thinking to find alternative solutions to problems (from 71% to 75%). Cognitive learning outcomes measured through written summative tests in the "Proficient" aspect increased by 100%, from 33.33% to 66.67%. Additionally, cognitive learning outcomes in terms of products or projects showed a 100% increase in the "Proficient" aspect and a 33.34% increase in the "Competent" aspect. The implementation of Project-Based Learning through environmental observation showed an improvement in all stages of the learning model syntax. The "Determining Essential Questions" stage increased by 3.1%, "Designing Project Plans" increased by 3.2%, "Developing" increased by 5.3%, "Monitoring Students and Project Progress" increased by 8.9%, and "Testing Results" increased by 5.3%. Recommendations include strengthening the improvement of learning strategies, enhancing creativity, and evaluating the curriculum to achieve comprehensive student learning outcomes across various domains.

PENGEMBANGAN MEDIA PEMBELAJARAN ULAR TANGGA SMART UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SEKOLAH DASAR KELAS I

This research was conducted to develop a smart snakes and ladders learning media aimed at improving the learning outcomes of first-grade students. The study was designed to assess the validity, practicality, and effectiveness of using the snakes and ladders media in teaching. The research method applied is research and development using the ADDIE model, which consists of five steps: analysis, design, development, implementation, and evaluation. The analysis techniques used are (1) validity testing, (2) practicality testing, and (3) effectiveness testing. Based on the research, the results are as follows: (1) the scores from content and media experts were 88%, (2) limited trial responses showed 86% from teachers and 89% from students, (3) a limited scale evaluation yielded 85% with an effective category, and a broader scale evaluation resulted in 86%. These results demonstrate that the developed smart snakes and ladders learning media can positively influence the learning outcomes of students at SDN 1 Ngadi.

Children’s Historical Literacy Improvement Program for The First Graders at Brawijaya Smart School

This community service aimed to improve the historical literacy of the firstgradestudents at the Elementary School of BSS (Brawijaya Smart School) regardingthe history of Malang. BSS Elementary School is located in Malang City, East Java.The community service activity consisted of writing and publishing a book about oneof the cultural heritages of Malang, distributing it to the first graders, and organizinga storytelling performance based on the book. The community service team chosethe classical history displayed in the Jago Temple, built in the 13th century during theSinghasari period. The temple is located in Malang Regency. This activity received agood response from the homeroom teacher and the first-grade students of the BSSelementary school. The students expressed their interest in learning more about thehistory of Malang. It can be concluded that this community service has been successfulin improving the historical literacy of the students about their city.

중학교 가정교과 인공지능 활용 식생활 교수⋅학습 과정안 개발 및 적용

The purpose of this study was to design a lesson utilizing artificial intelligence in the dietary area of home economics and to investigate the effectiveness of the lesson by implementing it. To achieve the purpose of the study, practical problem-based lessons were selected by analyzing the achievement standards of the home economics curriculum, and strategies using AI were designed and put into the process of practical problem-based lessons to develop a teaching and learning curriculum. This was implemented on middle school students to assess the impact on the three systems of action and to evaluate strengths and areas for improvement. The learning topic is set as “What dietary choices should we make to lead a healthy and self-directed life?” and developed a teaching and learning plan, learning activities, and rubrics for four sessions utilizing generative AI services such as ChatGPT, WRTN, Askup, and typecast. The developed teaching and learning plan was implemented to 170 first-grade students middle school in Gwangju. A paired sample t-test was conducted on the pre- and post-test of the three systems of action, and it was found that there was a significant difference between the pre- and post-test (t=-2.86, p<.05). Students gave positive feedback on the AI-assisted dietary class, as it provided diverse and accessible information for analyzing dietary problems and identifying causes and solutions, and enabled efficient completion of learning tasks.

Kindergarten and First-Grade Students’ Understandings of Arithmetic Properties Across Different Kinds of Problems

Kindergarten and First-Grade Students’ Understandings of Arithmetic Properties Across Different Kinds of Problems

Boosting Young EFL Learners' English Vocabulary Acquisition by Utilizing Puppet Pictures as Storytelling Media

Students' interest becomes the most important aspect of successful teaching and learning. One way to attract students' interest in participating in the lesson is by using fun learning media like puppet pictures. This study explores how employing puppet pictures as a storytelling and sharing medium can improve students' vocabulary acquisition. The present study employed a pre-experimental approach to assess the vocabulary proficiency level achieved through puppet image storytelling media. The group, which had a pre-test and post-test, was considered a single sample for teaching using puppet visuals and storytelling medium. The research subjects consisted of first-grade students enrolled at Ariya Metta Elementary School. The evaluation instruments utilized consisted of a pre-test and post-test, designed based on phase A of the Merdeka curriculum. These instruments were employed to evaluate the enhancement or notable increase in vocabulary scores, employing puppet image narrative media. The pre-test and post-test data were calculated using a statistical analysis program. The data statistics from the descriptive analysis and matched sample statistics showed that the average score of the pre-test (57.86) increased to the post-test score (88.57). In addition, the paired sample T-test yielded a p-value of 0.000, less than the significance level of 0.05. The result indicates that the Null Hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. Ultimately, puppet storytelling media had a significant impact on enhancing pupils' vocabulary development.