Semester Of First Grade Research Articles

Longitudinal Observation of Text Reading Fluency in 1st Graders with and without Dyslexia

Objectives: Text reading fluency is an important skill for students using Korean which has a transparent orthography system. This study longitudinally observed text reading fluency in Korean first-grade students with and without dyslexia over 3 semesters. Methods: Forty children with dyslexia and forty typically developing children participated in the study. They were grouped based on their performance at the beginning of the second grade. All students exhibited normal levels of listening comprehension and nonverbal intelligence. Over the three semesters, participants read six texts at various decoding levels. We then analyzed the number of correctly read syllables per 10 seconds, text reading accuracy, and speed. Results: Both the dyslexia and typically developing group showed significant differences in the number of syllables read per 10 seconds at all time points. Text reading accuracy improved significantly from first to second semester of first grade for both the dyslexia and typically developing group. By first semester of second grade, students with dyslexia achieved approximately 80% accuracy. While dyslexic students’ reading speed significantly improved from second semester of first grade to the first semester of second grade, they remained slower than typically developing students. Typically developing students showed consistent improvements in reading speed across all time points. Conclusion: When intervening with lower-grade students with dyslexia in Korea, it’s crucial to conduct not only decoding but also text-level fluency activities. Providing individualized texts that are decodable for dyslexic children seems to be essential.

Implementasi Program Sekolah Penggerak di SMAN 1 Tilatang Kamang

Sekolah Penggerak Program is one of the education recovery steps taken by the government. In the implementation of this program, there are five interventions, namely consultative and asymmetrical assistance, improving school human resources, new paradigm learning, data-based planning and school digitalization. Among the five interventions, new paradigm learning is the main focus of schools. Therefore, the purpose of this study is to describe the implementation of the Sekolah Penggerak Program at SMAN 1 Tilatang Kamang on new paradigm learning which includes differentiated learning, a project to strengthen the profile of Pancasila of the students and the process of grade increment and subject selection in class XI. The type of research conducted is qualitative research with case study method. The place of research at SMAN 1 Tilatang Kamang in May to June 2023 conducted by the researcher as the main instrument of research. The data collected through interview, observation and documentation study techniques. The collected data analyzed with the stages of reduction, representation, and drawing conclusions. Data validity was tested using data source triangulation techniques. The results revealed that the school implements Sekolah Penggerak program by focusing on new paradigm learning, namely the implementation of differentiated learning, the project of strengthening sutedents’ profile of Pancasila and conducting the grade increment process as well as the selection of subjects that apply the principles of child-centered learning. Differentiated learning is implemented with three strategies: content differentiation, process differentiation and product differentiation. The determination of differentiated learning strategies is based on data mapping children's learning readiness obtained from diagnostic assessments. The Strengthening Profile of Pancasila Project of Students is implemented with a one-day project scheduling system every week. The process of implementation the project from preparation to assessment is designed based on the themes and profile dimensions set by the facilitation team. The grade increment system from grade X in phase E to grade XI in phase F is based on the achievement of learning objectives and the completion of the project theme in that grade. The selection of elective subjects in grade XI is based on the child's talents, interests, and readiness then the selection process is carried out freely and refers to the results of the child's diagnostic test. Children are given the opportunity to change their elective subjects in the first semester of grade XI by considering the child's learning progress and psychological condition.

How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography

ABSTRACT The purpose of this study was to examine the power of phonological awareness and rapid naming longitudinally in predicting reading achievement in a highly transparent orthography, Turkish. Children were followed in kindergarten and first grade and assessed at four time points. While phonological awareness and rapid naming skills of children were assessed in the fall and spring semesters of kindergarten and in the fall semester of first grade, their reading skills were assessed at the end of fall semester of first grade. A total of 365 children participated in all assessments. Structural equation modeling was used to examine the prediction status of phonological awareness and rapid naming on reading achievement. Results revealed that although phonological awareness was a better predictor of reading than rapid naming, both skills predicted reading achievement significantly at all three time points, and that the contribution of these skills to reading differed at various points in time. In conclusion phonological awareness and rapid naming are strong predictors of reading achievement in a highly transparent orthography as indicated by the previous research. Thus, by assessing these skills, children at risk for reading difficulties can be identified and supported early to increase their chance of success in school.

Developmental Changes in the Relationship Between Character Reading Ability and Orthographic Awareness in Chinese.

The present study examined developmental changes, over a 6-year period, in the relationship between character reading ability and orthographic awareness in Chinese from the first year of kindergarten to the third year of primary school in two separate samples: the kindergarten sample of 96 children was assessed three times in the first, second, and third years of kindergarten (K1, K2, K3) with 12-month intervals. The primary school sample of 204 children was assessed four times in the first and second semesters of grade 1 (P1-S1; P1-S2), first semester of grade 2 (P2-S1) and grade 3 (P3-S1), with the first three waves at 6-month intervals and the final wave at 12-month interval. Cross-lagged path analysis showed three developmental stages of the relationship between Chinese character reading and orthographic awareness. At stage 1, reading ability in K1 and K2 predicted subsequent orthographic awareness in K2 and K3. At stage 2, there was a bidirectional relationship between character reading and orthographic awareness from P1-S1 to P1-S2. At stage 3, orthographic awareness at P1-S2 and P2-S1 predicted subsequent character reading ability at P2-S1 and P3-S1, but the prediction from reading to orthographic awareness vanished at this stage. The results depict a full developmental picture of the changed relationship between Chinese character reading and orthographic awareness over time. Beginning readers demonstrated impressive abilities in discovering or extracting orthographic regularities with increased reading ability.

Developing Culture-Based English Learning Material to Support the Implementation of Curriculum 2013 for the First Semester of Grade Seven Junior High School in Buleleng

This research aimed at developing culture based English learning material to support the implementation of curriculum 2013 for the first semester of grade seven junior high schools in Buleleng. This research was designed by utilizing an RnD model development proposed by Peffers et al in Ellis and Levy (2010). t. In order to reach the high qualified product, there were two experts evaluated the content of product, integration of local culture, and presentation of culture based English learning material in the form of English judgment form. All data were analyzed quantitatively and qualitatively. The result of this research was designed in the form of culture based English textbook to support the implementation of curriculum 2013 for the first semester of grade seven junior
 high schools in Buleleng. This textbook consisted of 4 topics. The material was designed carefully depends on Balinese culture context. The context of Balinese culture were integrated into pictures, dialogues, and learning activities. Culture based English textbook were also designed to meet the characteristic of good textbook by Tomlinson (1998). Generally, the two experts stated that the product were already interesting and appropriate with characteristic of good textbook.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK KINEMATIKA GERAK LURUS DI KELAS X SEMESTER I SMA NEGERI 1 SUNGGAL T.P. 2016/2017

Studies conducted to determine the effect of learning model Problem Based Learning on learning outcomes of students in the subject matter kinematics of rectilinear motion in the first semester of grade X SMAN 1 Sunggal T.P 2016/2017. This type of research is quasi-experimental. Sampling was done by cluster random sampling that class as an experimental class X3 and X4 class as a class contro. The instrument used is the achievement test and observation activities. The average value of pretest kleas 23.90 experiment and control class 21.33. The second data were normally distributed and homogeneous class. T test results obtained pretest thitung <ttable (1.48881 <1.997) H0 accepted means initial ability of students in the experimental class with students in the control class. Grades given experimental treatment with a learning model Problem Based Learning and classroom control with conventional learning models. Postes given on the second class with an average yield of 68.52 experimental class and control class 62.09. And the average value of the entire student activity during the learning with the learning model Problem Based Learning is 9.01 including a very active category. While the average value of the entire student activity during the learning with conventional learning model is 7.94 including the active category. Postes data processing results obtained t> t table (8.806> 1.668) Ha accepted which means no influence of the use of learning model Problem Based Learning in the subject matter kinematics of rectilinear motion in the first semester of grade X SMAN 1 Sunggal T.P 2016/2017.

Developing Balinese Local Culture Based English E-Media to Support the Implementation of Curriculum 2013 for the First Semester of Grade VII Junior High School

This design and development research aimed at designing and developing a culture-based English e-media to support the implementation of curriculum 2013 for the first semester of grade VII of junior high schools in Buleleng sub-district. This research focused on developing e-media that is integrated with Balinese culture. The object of this research was culture- based English e-media that was developed by using Adobe Flash CS6 program. The source of data was taken from the need analysis conducted by Dewi and Batan (2015), related literatures on developing the e-media, and the result of expert judgement. The data were analysed descriptively both qualitatively and quantitatively. This research was designed based on the adaptation of puffers et al.’s model (2007) that consisted of six phases namely: (1) identifying the problem, (2) describing the objective, (3) designing and developing the product, (4) testing the product by using expert judgement, (5) evaluating the testing result, and (6) communicating the testing result. The result of experts’ judgement score showed that the total mean score 3.8 which means the e-media had a good quality and it can be used in teaching and learning English for the first semester of grade VII of junior high schools in Buleleng.

Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study

This longitudinal study examined the contribution of morphological awareness to bilingual word learning of Malay–English bilingual children in Singapore where English is the medium of instruction. Participants took morphological awareness and lexical inference tasks in both English and Malay twice with an interval of about half a year, the first time at the end of Grade 3 (Time 1) and the second time at the end of the first semester of Grade 4 (Time 2). Structural equation modeling (SEM) analyses revealed that within both languages, morphological awareness significantly predicted lexical inference at Time 1 as well as Time 2, and the contribution also became strengthened over time. Cross-linguistic SEM analyses showed that concurrently at both Time 1 and Time 2, English morphological awareness only had a significant indirect effect on Malay lexical inference. The exact indirect relationships, however, varied between Time 1 and Time 2. In addition, an indirect effect of Time 1 English morphological awareness on Time 2 Malay lexical inference also surfaced. These findings suggest concurrent as well as longitudinal cross-linguistic transfer of morphological awareness from English to Malay.

수학 기반 융합인재교육(STEAM) 프로그램 개발 및 적용 - 초등학교 1학년을 대상으로 -

본 연구는 초등학교 1학년을 대상으로 융합인재교육(STEAM)을 적용한 수학 프로그램을 개발하고, 이 프로그램이 수학 교과에 대한 학습 동기, 창의적 인성에 미치는 영향이 어떠한지를 살펴보기 위한 것이다. 연구 결과는 다음과 같다. 첫째, STEAM 프로그램을 적용한 수학 수업은 초등학교 1학년 학생들에게 그 내용이 타당한 것으로 분석된다. 둘째, 융합인재교육 프로그램은 1학년 학생들에게 수학 교과에 대한 학습동기와 창의적 인성에 영향을 준다. 몬 연구에서는 초등학교 특정 지역의 1학년을 대상으로 하였기에 한계가 있으며, 융합인재교육 프로그램에 대한 꾸준한 자료 개발이 이루어질 필요가 있다. The purpose of this study were to develop a M-STEAM program for first grades in elementary school and investigate the effects of the program on their learning motivation for the math subject and creative personality. For those purpose, this study set the following research questions. Research Question 1 : How will a M-STEAM program be devised applicable to first grades in elementary school? Research Question 2 : What kind of effect does a M-STEAM program have on the learning motivation and creative personality of students? The findings were as follows: First, lesson contents were reorganized by keeping the Unit 3 in the second semester of first grade in the current math curriculum under the convergence theme of "Build an environment friendly future city" to which the STEAM elements were added. Developed program promoted mathematical thinking ability for problem solving in the process of operating the number of blocks. Through the M-STEAM program, convergence thinking was created from a new perspective by exerting creativity in such process. Second, the STEAM program had effects on the learning motivation and creative personality of first graders in math subject. The t-test results show that the STEAM program developed in this study increased the fun and interest of students, helped with their concentration, and promoted their understanding of mathematical concepts. Therefore the M-STEAM program had positive impacts on the learning motivation and creative personality of first graders in math learning.

Morphology in Malay–English biliteracy acquisition: an intervention study

This intervention study examined the effect of English morphological instruction on the development of English as well as Malay morphological awareness and word reading abilities among Malay–English bilingual fourth graders in Singapore, where English is the medium of instruction. The intervention group experienced semester-long instruction in English derivation; the control group was taught with their regular English curriculum. Both groups were tested with derivational awareness and derived word decoding tasks in English and Malay at the end of Grade 3 prior to the intervention (pre-test) and at the end of the first semester of Grade 4 right after the intervention (post-test). There was no significant difference between the two groups on all tasks at pre-testing. Significant intervention effects were found on the development of English abilities in that the intervention group's performance gain was significantly greater than that of the control group on all English tasks except the derived decoding fluency task. More important, such intervention effects were also evident with some Malay tasks. These findings provide empirical evidence that supports the benefits of morphological instruction to bilingual children's reading development and a possibly causal effect of cross-linguistic transfer of morphological awareness from English to Malay.

Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies

This study examines the development of children's reading skills in two transparent orthographies, Estonian and Finnish. Formal reading instruction begins one year earlier in Estonia than in Finland; thus, it was expected that Estonian children would outperform their Finnish peers in reading achievement during grade 1. In this study, 433 Estonian and 353 Finnish first graders were assessed for letter knowledge, phoneme awareness, and reading accuracy and fluency at the beginning of first grade while reading fluency and reading comprehension were assessed in the final semester of first grade. The results showed that, despite Estonian children's better reading skills at the beginning of the school, fluency and reading comprehension skills were at the same level across both groups by the end of first grade. This finding indicates that early reading instruction in transparent orthographies does not necessarily give any long-term advantage for further success in reading development at school.

POLA PEMBELAJARANPENDIDIKAN ILMU PENGETAHUAN SOSIAL BERBASIS KEARIFAN LOKAL DI KELAS IVSEKOLAH DASAR NEGERI 04 BUANTAN BESAR KECAMATAN SIAK KABUPATEN SIAK

Learning social science education gives a chance to give some attentions to care and usesurrounding area. Emperical fact in learning social science education before a teacher is onlyperson who gives information that is called teacher centered. Learning materials used focusesinto text books (material in the text books does not adopt and relate into local superiority andwisdom)This research only focuses into development of teaching material of learning socialscience education which has primary school local wisdom basis into competence standart andbasic standart in the first semester of grade IV.This research aims to develop teachingmaterial of learning social science education in Primary School based on local wisdom basiswhich can be used as a reference or supplement by teachers and studetns in learning.Themothod used is research and development design. This research is done into four steps that is1) study literature, 2) research plan, 3) research development, and 4) implementation. Datacollection technique used in this research is using interview, questionnaire, observation,documentations, and test. Meanwhile, triangulation technique and simple statistics are used toanalyze the data. The research showed that 1) teaching materials of of learning social scienceeducation based on local wisdom helps teachers in developing and relating learning materialsin learning social science education with potential of local area especially Siak regency, andb)khususnya di Kabupaten Siak; dan (b) teaching materials of of learning social scienceeducation based on local wisdom helps students to understand potential and condition ofsurrounding area. It is proven by increasing students’ understanding in learning learningsocial science education based on local wisdom from average score in pretest 31,73 into53,85 in posttest within increasing average score 0,33 in fair category.Keywords: local wisdom, and social science education

Father residency and symptoms of ADHD: adult male involvement as a mediator

The purpose of the current study was to investigate the association between fathers' involvement and the presence of later symptoms of attention deficit hyperactivity disorder (ADHD) in children. A community‐based, nationally representative sample of children from the Early Childhood Longitudinal Study‐Kindergarten Cohort was utilised. Using a tripartite model, father involvement was investigated as a function of the time a father spent with the child and father's residency status. Structural equation modelling was employed to examine the association of father involvement during the spring semester of kindergarten with the presence of later symptoms of ADHD during the child's spring semester of first grade. Findings from the current study indicate that time children spent with an adult male may mediate the association between father residency and later symptoms of ADHD in children.

Making Sense of Nonsense Word Fluency: Determining Adequate Progress in Early First–Grade Reading

In this article, we examine the contribution of initial skill and slope of progress on alphabetic principle to end of first-grade reading outcomes. Initial skill and slope were measured using DIBELS Nonsense Word Fluency. Reading outcomes were measured at the end of first grade with DIBELS Oral Reading Fluency. Students in Oregon Reading First schools (n = 2,172) and students participating in the DIBELS Data System (n = 358,032), with complete data during the 2004–2005 academic year, were participants. Slope of progress through the first semester of first grade on NWF was a strong predictor of first-grade reading outcomes, especially for students at risk of reading difficulty.

Student affect and conceptual understanding in learning chemistry

AbstractThis study explores the relationship between affective and cognitive variables in grade 9 chemistry students (n = 73). In particular, it explores how students' situational interest, their attitudes toward chemistry, and their chemistry‐specific self‐concept influence their understanding of chemistry concepts over the course of a school year. All affective variables were assessed at two time points: at the middle of the first semester of grade 9, and at the end of the second semester of grade 9, and then related to students' postinstructional understanding of chemical concepts. Results reveal that none of the affective variables measured at the earliest time point have a significant direct effect on postinstructional conceptual understanding. Looking at the different affective variables as intermediary constructs, however, reveals a pattern in which self‐concept and situational interest measured at the middle of grade 9 contribute to self‐concept measured at the end of grade 9, which in turn, has a positive, significant effect on students' postinstructional conceptual understanding. These results reveal the importance of a strong and positive self‐concept, the feeling of doing well in the chemistry class, for developing a meaningful understanding of scientific concepts. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 908–937, 2007

OBSERVING THE SELF-SELECTION OF AN EMERGING LITERACY LEARNER

ABSTRACT This article provides a case study perspective of one child's literacy learning over the first semester of first grade. This young learner moves from creating stories for picture books to reading, and from stringing letters to using letter names and spelling sight words. Drawing from this data, a cross-analysis of “what was going on at the same time” looks at both reading and orthographic development. The analysis includes information on the books self-selected by the child (Jen) and field notes on her reading. The data shows how Jen “tries literacy on” as she both pretends to read and then begins to read a variety of books while creating written text in her journal. The analysis demonstrates the ebb and flow of reading and writing for one young learner.

Predictors of academic motivation in first grade among children born to low-income adolescent mothers

The central question addressed in this study was: What factors are associated with individual differences in academic motivation among first-grade students who were born to low-income adolescent mothers? Data from a 7-year longitudinal study were used to address the question. First-grade teachers assessed academic motivation for 89 children at the end of the school year. We tested a model that children’s experiences in the home prior to school entry influence the developmental trajectories of the children; experiences in the home are likely to influence the cognitive abilities children have when they enter school. More competent children are likely to be more successful on school-related tasks, which in turn, should influence level of motivation in the early elementary grades. The results of a path analysis were consistent with this model. Parenting practices and quality of the home environment during the early childhood period were predictive of children’s receptive language skills at age 4.5 years and achievement in the fall semester of first grade; achievement test scores were, in turn, predictive of academic motivation at the end of first grade. We also expected parental support for achievement after school entry to be related to individual differences in academic motivation, but this hypothesis was not supported.

Caregiving Practices of Low-Income Adolescent Mothers and the Academic Competence of Their First-Grade Children

Objective. This study examines the relation between the caregiving practices of teenage mothers and the academic performances of their children in first grade. Design. The teenage mothers were involved in a family support program, and data were collected on the sample for 7 years (the prenatal period through first grade). The sample included 89 children who participated in the first-grade follow-up and who resided with their biological mothers. Children's school performance was assessed with an achievement test in the fall semester of first grade and with teachers' ratings of academic performance at the end of the spring semester. Caregiving practices were assessed by both the research team and the family advocates who worked with the young mothers during the 5-year family support program; mothers also reported on home support for academic achievement during the first-grade interview. Results. Measures of home environment, advocates' ratings of parenting, and mothers' self-report of support for achievement were positively correlated with children's achievement in first grade. Conclusions. Results from multiple regression analyses were consistent with the view that differences in parenting prior to school entry and in maternal support for achievement once the child enters school are predictive of individual differences in first-grade achievement among children born to low-income adolescent mothers.

Korean Children's Single-Digit Addition and Subtraction: Numbers Structured by Ten

Korean children's ability to solve addition problems with sums of 10, single-digit addition problems with sums between 10 and 18, and single-digit subtraction problems with minuends between 10 and 18 was assessed in interviews given at the end of the first semester of first grade, before children had studied problems involving numbers larger than 10 in school. These children showed considerable competence with all three kinds of problems, solving correctly 95%, 85%, and 75% of these problems, respectively. Almost two-thirds of the solutions of the problems above 10 were addition or subtraction recomposition methods structured around ten or known facts. Korean children demonstrated two finger methods that allowed fingers to be reused to show sums over 10. These methods and the regular named-ten Korean number words for numbers between 10 and 18 (“ten, ten one, ten two, ten three,…, ten eight”) support Korean children's learning of three efficient recomposition methods structured around ten.

Korean Children's Single-Digit Addition and Subtraction: Numbers Structured by Ten

Korean children's ability to solve addition problems with sums of 10, single-digit addition problems with sums between 10 and 18, and single-digit subtraction problems with minuends between 10 and 18 was assessed in interviews given at the end of the first semester of first grade, before children had studied problems involving numbers larger than 10 in school. These children showed considerable competence with all three kinds of problems, solving correctly 95 %, 85 %, and 75% of these problems, respectively. Almost two-thirds of the solutions of the problems above 10 were addition or subtraction recomposition methods structured around ten or known facts. Korean children demonstrated two finger methods that allowed fingers to be reused to show sums over 10. These methods and the regular named-ten Korean number words for numbers between 10 and 18 (ten, ten one, ten two, ten three,..., ten eight) support Korean children's learning of three efficient recomposition methods structured around ten.