Intermediate Grade Levels Research Articles

Macro and micromanagement practices of reading comprehension programs in selected grade schools in the post-pandemic

After years in distance learning, grade school teachers are now facing the threat of declining reading comprehension among elementary pupils in post-pandemic settings. Teachers observed a spike in the number of non-readers and frustrated readers in intermediate grade levels. Teachers expressed concerns about the state of the education system in the aftermath of the pandemic. The purpose of this exploratory study was to establish an understanding of the challenges and mechanisms of macro- and micro-management strategies of grade school institutions. There were six teachers and six reading coordinators who participated in the study. The findings suggested that while reading comprehension was a problem before the pandemic, teachers realized a surge in the number of non-readers after opening back to face-to-face classes. This was an unanticipated phenomenon that called the academic institutions to respond immediately. Significant mechanisms of reading comprehension programs were profiling, initial detection, policy-based initiatives, and institution-based design. Collaborative and collective responsibility represented macro-management practices, while initiative and responsiveness reflected micromanagement practices. These practices and strategies provided conceptual and phenomenological underpinnings relevant to early-education reading comprehension.

The Influence of Parental Involvement On Student Achievement

The study examined the relationship between the parental involvement and student achievement and how parent involvement in terms of encouragement, modeling, reinforcement and instruction influences student achievement in Diliman Preparatory School SY 2021-2022. The data were gathered utilizing a the adapted and modified questionnaire and administered to 128 parents of the students enrolled in the intermediate grade level of Diliman Preparatory School. Results showed that parents are strongly agree that they encourage their children to believe that they are capable of learning new things, that they can succeed in school. In terms of modeling, the parents show to their child that they must not give up when things get tough in school and they show that they gain as much knowledge as possible, and they can learn new things. In terms of reinforcement, parents are strongly agree that they show their child that they like it when their child is eager to learn new things and skills to develop and maintain their child’s attributes which can result with positive learning outcomes. In terms of Instruction, they teach their child to ask questions when they are unsure about something. and adhere to the teacher's instructions. Finally, the relationship between parental involvement and child’s performance was found to be negative. However, the strength of that relationship varied based on the type of assessment used to measure student achievement. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum.

Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3) and intermediate grade level (i.e., Grades 4–6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: “very poor word readers and poor comprehenders,” “poor readers,” and “average readers.” Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: “very significantly poor readers,” “very poor readers,” “average word readers but poor comprehenders,” and “average readers.” Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies.

Should 4th Grade ELL Students Read Aloud or Silently? Empirical Implications from Subsets of Data Taken from Two Large Databases

This study addresses the predictive effects of reading aloud and silent reading on the fourth grade level English language learner (ELL) children. Reading aloud was recommended as a teaching practice to develop phonological awareness, an essential skill for meaningful reading comprehension. However, according to the theories of second language acquisition, ELL children at intermediate grade may transfer their first language reading skills in English reading and they may have outgrown the intensive training of phonological awareness by the fourth grade. Therefore, I contend that silent reading is more effective for intermediate grade level ELL children to develop English reading comprehension. The quantitative analyses of data collected from two large datasets, PIRLS and NAEP, indicate that reading aloud predicts negative effect while silent reading predicts positive predictive effect on ELL children’ reading performance at fourth grade. My study suggests that at intermediate or higher grades ELL children should be encouraged to read silently.

Stressors, family environment and coping styles as predictors of educational and psychosocial adjustment in Palestinian children

This study investigated the contributions of child and parents’ sociodemographics, daily stressors, family environment, and coping strategies, to academic achievement, cognitive functioning and aggression in a sample of 600 children at the intermediate grade levels from Gaza Strip. Each of the predictor variables exhibited a different pattern of relations with the outcome domains. Although the study highlights the negative consequences of stress on children’s development, certain daily stressors had a positive effect. Optimal family relationships predicted better developmental outcomes. More emphasis on personal growth, control and organisation in the family predicted less optimal child development except for personal growth and achievement. More reliance on positive coping and less reliance on negative coping is associated with better academic achievement. The clinical and research implications of the findings are discussed.

Using Visual Art to Teach Prepositional Phrases

A preposition, as one of the eight parts of speech, indicates a relationship between persons, places or things mentioned in a sentence. Many state curricula introduce prepositions at intermediate grade levels. Other states wait until middle school to do so. Students at such advanced levels of language learning should be able to readily assimilate prepositions into learning. Developing youngsters’ ability to recognize and use spatial language, such as the preposition, is an extremely important goal in the language arts. Fundamental, perhaps, to gaining entrance into the world of prepositions is the ability to visualize spatial relationships. The visual arts provide an ideal venue for discussing spatial concepts in written and spoken language, particularly through the use of prepositions. This article describes a unit of instruction used to engage pre-service generalist educators in an artmaking experience in illustration, printmaking, and bookmaking. The aim of the unit of instruction was to teach these undergraduates how to enhance their future students’ visual literacy in order to familiarize students to prepositions as a part of speech and the functions of prepositional phrases in a sentence. The goal of the unit was to create an alphabet book of illustrations representative of a variety of prepositional phrases. Since a prepositional phrase is comprised of a preposition, its object and any associated adjectives or adverbs, the visual arts provide an excellent way to envision the relationships between the preposition, its object, and any modifying words. In the unit of instruction, the students generated a variety of prepositional phrases derived from a collaboratively selected theme. Using a provided chart, students were assisted in generating outstanding prepositional phrases. Students were encouraged to create a sentence that provided rich visual imagery that could easily be illustrated. Students illustrated the prepositional phrase using a simple linoleum block printmaking process. The class’s finished illustrations were then collected together for a class book.

We Talk About It, But Do They Get It?

This article reports on the last of a series of iterative research studies involving students with learning disabilities in reform mathematics classrooms at the intermediate grade levels. This study reports the findings from a larger, year‐long case study that focused on ways to include students with learning disabilities and other students who are at risk for special education services in classwide discussions of problem solving. The data reported in this article detail the changes in teacher and student discourse over a nine‐week period in one classroom. Sources of data for this study included videotapes, audiotapes, and informal interviews with the teacher, a paraprofessional, and students. A quantitative analysis of the results indicates clear patterns of change in teacher and student discourse. Nonetheless, intentional efforts to include target students in the whole‐class discussions yielded instructional dilemmas that are underdescribed in the mathematics reform literature. Findings from this study have implications for special educators interested in mathematical problem solving, as well as math reformers who value the role of classroom discourse in daily instruction.

Enhancing Student Achievement on Performance Assessments in Mathematics

This article is part of a program of iterative research involving students with learning disabilities in reform mathematics classrooms at the intermediate grade levels. The study reports the findings from a larger, yearlong case study focusing on ways to improve problem solving through classwide performance assessment tasks and ad hoc tutoring for students with learning disabilities. The purpose of these interventions was to enhance a student's deeper understanding of mathematics and to develop the kind of strategic knowledge needed to solve complex problems. A quantitative analysis of the results indicate that these two interventions led to demonstrable differences over time and when compared to a limited number of students with learning disabilities who did not receive this kind of instruction. Qualitative analyses of student performance show two distinct trends in the improvement of the students in the intervention group. Findings from this study have implications for special educators interested in mathematical problem-solving instruction, as well as policymakers who are interested in performance assessment.

Reducing the Number of Reading Skill Activities in the Elementary Classroom

A series of three studies was conducted, the first two at the intermediate grade level and the third at the primary grade level. The purpose of these studies was to investigate the effects of an experimental classroom reading program in which students who passed pretests on basal skills were excused from subsequent instruction and practice on these skills. Most students were able to pass pretests on reading skills before the skills were covered in the basal reader program. Without instruction their performance on end-of-book skill tests remained high. Results suggest that it may be possible to excuse many students in the elementary grades from many of the skill activities in the basal reader program and that students' attention could be directed, instead, to other reading activities.

A Comparison of Two Published Reading Inventories

The study examines the extent to which two popular Published Reading Inventories (PRIs) identify the same instructional level when administered to 50 children in grades 1 through 7. The results demonstrate a significant lack of congruence between the instruments, particularly at the intermediate grade levels. The application of the Fry Readability Formula to paragraphs from both inventories also shows little agreement in grade level designations. Recommendations that pertain to the possible improvement of PRls are provided.

Palindromes and the “Law of 11”

Several years ago, McGinty and Eisenberg (1978) described an extenive classification of numbers according to the number of step required to form a palindrome (a number that reads the same forward or backward, like 707 or 12021). The number 89. for example, requires twenty-four reversals and sum before the palindrome 8813200023188 is obtained. Although finding palindrome is intriguing in itself, other inte resting things can be done with them. Logical reasoning can be fruit fully applied to palindromic patterns. The patterns, related concepts, and discssuions are very appropriate for enrichment experience at the intermediate grade level with extenions for all higher levels. We shall consider several example that suggest the “law of 11.”

Student Accidents in Hawaii's Public Schools

A survey of the student accident report forms was conducted in Hawaii public schools. Review of the data gathered during one school year revealed that the intermediate grade level had the highest number of school accidents with males, in a 2.1:1 ratio, more involved in accidents than females. Although no deaths occurred, there were a significant number of school accidents and school days lost to warrant the need for safety education. The accident report forms were reviewed and data summarized by the school nurses working within the schools. Because the information provided in the accident report forms was so varied, it was not possible to make a recommendation as to any specific restriction of activities. However, the survey revealed a need to strengthen the criteria for reporting accidents.

A Construct Validation of Academic Self-Esteem for Intermediate Grade-Level Children

Multiple regression analysis of self-report and behavioral inference instruments supported the hypothesis that self-constructs are strongly rooted in the method by which they are assessed.

Using Public Posting and Group Consequences to Manage Student Behavior during Supervision

The effect of response cost and public posting as a group contingency procedure to reduce the number of inappropriate behaviors of an entire elementary school population during teacher supervision times was examined. Specific misbehaviors that represented breach of established school rules were counted. Each class was given 10 points per day during the intervention and a student who displayed an inappropriate behavior lost a point for his or her class. Winning classes were those that had accumulated 45 or more points at the end of each week. A multiple baseline design was used across the primary and intermediate grade levels of the school to assess the effects of the intervention. The results indicated that the number of inappropriate behaviors was reduced when each negative behavior resulted in point loss to an individual’s class. This procedure was cost and time efficient, used available school personnel, and was effective in reducing inappropriate student behaviors during supervision times.

Children's Strategies for Solving Subtraction-Fact Combinations

Many teachers at the intermediate grade level are constantly frustrated in their teaching of arithmetic by pupils who have not mastered their basic facts. Such mastery is important, Research in the area of computational errors has consistently shown that many errors are due to lack of mastery of basic facts. Teachers justifiably set mastery of basic facts as an important goal for the year. Each September they optimistically set out to accomplish what the previous year's teachers failed to do—to have all children in their classes master their basic facts. They provide drill, extra practice, and motivating games. Each June they concede defeat. The same children who did not know the facts in September are still making mistakes. This situation is common, but knowledge of what causes these basic-fact errors may prevent it from being inevitable.

Measuring specific interests in biological, physical and earth sciences in intermediate grade levels

AbstractThe Science Activities Checklist which was revised from the Reed activities checklist shows promise of providing science teachers with an instrument to measure interest in biological, earth, and physical science. If teachers are sincere in their efforts to foster interest in their specific science field, this instrument, or the revision the writers are currently committed to, should help them measure behavioral objectives involving science interests.

Integration of Physical Education Skills with the Concept of Levers at Intermediate Grade Levels

Abstract The investigation was conducted to determine the effects of the integration of physical education with the concept of levers upon selected physical performance skills of boys and girls at the fourth, fifth, and sixth grade levels. Initial tests were administered to 180 subjects enrolled in these grades. The subjects then took part in a learning program for 2 weeks which involved teaching the concept of levers in the classroom and in physical education. At the conclusion of 2 weeks, all subjects were given a final test on the criterion variables. Data were analyzed by means of analysis of covariance. Principal findings indicated that (a) when children learn to throw a softball for distance it appears to be more advantageous to teach them through a program which integrates teaching the concept of levers through physical education lessons; and (b) the experimental treatment and control treatment were equally effective in teaching the children to kick a soccer ball for distance.

Phrase Reading Development Training with Fourth Grade Students: An Experimental and Comparative Study

Phrase reading programs have been developed and used experimentally with students at the intermediate grade levels (Amble and Muehl, 1966 a; Amble and Muehl, 1966 b; Amble, 1966) and with poor readers and disadvantaged students at the junior high levels (Amble and Muehl, Experiment III, 1966 a; Amble and Butler, 1967; Amble, 1968). Phrase reading development training has been shown to be an effective supplement to the regular language arts-reading curriculum by helping students improve reading rate and reading comprehension. An analysis of the perception of phrases has recently been completed (Amble, 1969). Analyses of data from the studies reveal that subjects in the phrase reading programs made greater gains than control subjects in perceptual span, reading rate and reading comprehension without significant advantage or change in reading vocabulary. This was true for subjects at all levels of reading for their group, and the gains were durable once the skill had improved (Amble, 1967). Like other learned behaviors, reading behavior can be modified and changed. The present study was an attempt to determine if programs of phrase reading training would significantly enhance the educational development of fourth grade students. The

Barriers to Successful Reading for Second-Language Students at the Secondary Level

In several years of visiting reading classes in New Mexico, I have had the opportunity to observe the reading of Indian and Spanish-American children who were non-English speakers. Two examples may serve to illustrate the nature of some of their reading difficulties: 1) An eighth grade Navajo girl read a poem containing the line married his girl with a golden band.. . The girl read the line perfectly in that she pronounced all the words correctly. However, when asked what was meant by this line, she was unable to explain it. 2) A Spanish-speaking boy was asked the meaning of the word brave. He replied that when something was put over your face, you couldn't brave (breathe). Aside from specific examples of readinglanguage confusion, I have been struck by the fact that we accept, as perfectly normal, the fact that we have entire classrooms of Indian students at the junior high school level who are reading at the second or third grade level. These children are graduated from high school with, perhaps, intermediate grade level reading ability. Several years ago I tutored Indian students at the University of New Mexico. The majority of these students were performing at approximately a fourth or fifth grade reading level as measured by a standardized test.1 When we consider the fact that standardized tests generally overestimate true reading ability, the degree of reading retardation becomes even greater. This situation is not new, nor is the fact that these problems become even more pronounced the longer the child stays in school. Let's take a brief look at what we know of the achievement of the non-English-speaking children in our schools.

Listening Comprehension at the Intermediate-Grade Level

Listening Comprehension at the Intermediate-Grade Level