Literacy In Primary Schools Research Articles

Research on the Teaching Method of Chinese Literacy in Primary School

Research on the Teaching Method of Chinese Literacy in Primary School

(Mis)Guided interpersonal deictic choices in primary school writing under language assessment

This paper aims to present a research on modal and temporal deictic choices in texts written by 4th graders under the 2008 National Assessment of Portuguese Language, conducted by the Ministry of Education of Portugal. These texts were produced as a response to a writing task under the title “If I were one… for a day”, which guided students towards writing hypothetical narratives. In the specialized literature on language development of school-age children and adolescents, linguistic constructions of hypothetical referential meanings are described as an indicator of late writing development, achieved in the final years of schooling. This study is based on the systemic-functional linguistics principles on language as a socio-semiotic system for the realization of the socio-semiotic system of culture. Portuguese descriptive grammars are used to describe the verbal system of the Portuguese language. The corpus consists of 50 texts, on which information about verbal morphology and deictic choices were annotated. Results point to different patterns of deictic choices in the students’ texts, ranging from texts entirely constructed with temporal deixis; texts entirely constructed with modal deixis; and texts with mixed patterns of both deictic choices. Such results suggest that writing hypothetical narratives does not seem to fit the meaning potential developed by 4th grade children. This may be explained not by the lack of lexicogrammatical resources, but by children's unfamiliarity with the kind of socio-semiotic activity requested in the task, which cannot be recoverable from social writing situations in primary school literacy contexts.

INNOVATIVE METHODS FOR IMPROVING MUSIC LITERACY IN PRIMARY SCHOOL STUDENTS

This article discusses innovative methods for improving music literacy in primary school students. The school plays an important role in imparting comprehensive knowledge to the younger generation, educating them to become the best people of our country. Young people are exposed to innovative methods and ways to promote them in todayʼs sand.

Pengembangan Literasi Matematika Pada Aspek Pembiasaan Dan Pembelajaran Bagi Guru Sekolah Dasar Dikecamatan Girimarto Kabupaten Wonogiri

Literacy is one of the elements assessed in PISA. The research objective was to determine the mathematics literacy skills of elementary school teachers and the development of mathematics literacy in primary schools. This research activity consists of 3 stages, namely the pre-training stage, the implementation stage and the program evaluation stage. Activities carried out in the pre-training stage are need analysis and preparing training instruments. The program implementation activities consist of 3 stages, namely 1) Expert explanation on mathematical literacy 2) Planning and compilation of habituation and learning that can develop mathematical literacy 3) Providing feedback on the development of mathematical literacy through the peer-correction stage. Activities carried out in program evaluation include mentoring the application of habituation and learning that can develop elementary school students' mathematical literacy. Based on the results of statistical tests, it is concluded that the Mathematical Literacy Development Workshop on the Aspects of Habit and Learning for Elementary School Teachers can improve the understanding of workshop participants. The understanding of elementary school teachers in Wonogiri district has increased compared to before the training activities were implemented. This means that community service activities are useful for elementary school teachers in Wonogiri district. These results are also with the results of interviews and teacher assessment questionnaires that the Mathematical Literacy Development Workshop on the Aspects of Habitual and Learning for Elementary School Teachers is very useful for elementary school teachers in improving their pedagogical abilities.

Digital Literacy in Primary School

The program reveals the goals of mastering primary digital literacy by students in primary school, characterizes digital skills and determines the place of the digital literacy course in the curriculum, reveals the main approaches to the selection of course content and thematic planning, taking into account the hours chosen by the educational organization.

PECULIARITIES OF FORMING MEDIA LITERACY OF POPULATION IN MODERN INFORMATION SOCIETY

Introduction. The article reveals the problem of forming media literacy of population, development of critical thinking, protection from manipulation as a topical issue of the present. The leading role in solving this problem belongs to media literate teachers who would have thorough knowledge of media education and be able to use it practicaly, in preparing children for adulthood. Purpose. The aim of the study is to analyze the features of the formation of media literacy of the population from birth and throughout life. Study of the gradual introduction of media education in preschool, secondary and higher education institutions, with the help of methodologically sound areas, forms, tools and exercises. Methods. The analysis and generalization of data of scientific and methodical literature and information sources of the Internet is carried out; study and systematization of scientific sources in order to reveal the essence of the concept of “media literacy”, designing the gradual formation of media literacy of the individual from birth and throughout life. Induction and deduction were used to clarify the causal relationships between pedagogical phenomena, generalization of empirical data based on logical considerations from specific to general. Results. Sites, projects, portals, media resources, government registries and online services that help increase the level of competence of the population in the field of media have been invesrigated. Teachers’ activities, directions, schools, film clubs of media educational orientation have been revealed. In primary school, media education is implemented through the content line “Exploring the media”, a manual for teachers “Media literacy in primary school”. The manual contains a large number of games and practical exercises for development of primary schoolchildren’s media competence, in particular the game “3 statements about me”. In secondary and high school, learning of media education should take place through the integration of media messages into all disciplines and topics, as well as learning “Fundamentals of Media Culture” in the 10th grade. Originality. The essence of the concept of “media literacy” has been revealed, the gradual formation of the individual’s media literacy from birth and throughout life has been analyzed. It is pointed out that in preschool age awareness in the field of media is formed through the active involvement of administration, educators and interaction with parents, which involves selection, analysis and demonstration of cognitive and developmental media texts. The fact that critical thinking is the basis of media literacy has been emphasiяed. It should be developed from an early age. Knowledgeable in the field of media is armed. Media literacy is a vital skill that everyone should have. It is the knowledge which, without exaggeration, affects the fate of the country and vector of its development. Conclusion. Emphasis is placed on the fact that higher education institutions encourage teachers to increase the level of their media literacy by participating in courses, webinars and trainings. It is offered to introduce media education in higher education institutions in the process of studying compulsory and optional educational components, in particular “Fundamentals of Media Literacy”.

Development of mathematical literacy in primary school using mathematical models and their animated illustrations

The article proposes a methodology for the formation of functional mathematical literacy of primary school students as a component of functional literacy. This methodology is based on mathematical models and their animation illustrations. Based on international research, it is shown that mathematical modeling is the most important universal action of a student in primary school. Examples of transformation of standard tasks for movement into tasks that are more close to reality are given, in solving which it is useful to use animation modeling, which involves the creation of children's animation for educational purposes. Animated videos illustrate the solution of non-standard mathematical problems, problems with unstructured, redundant or insufcient information. The activity of creating animation models allows students to increase the level of mathematical literacy, which is confrmed by the data of the pedagogical experiment.

A review of South African primary school literacy interventions from 2005 to 2020

Background: Learner performance in literacy in the primary education sector is in a state of crisis in South Africa. Whilst many more learners have physical access to education post-1994, the quality of education remains polarised along socio-economic lines. This article sets out to engage with current literature on literacy interventions implemented in South Africa in order to develop an understanding of the key features of interventions, which affect positive change.Aim: This review provides an overview of the scope and type of primary school-level literacy interventions embarked upon in the last 15 years in South Africa. An analysis of some of the key findings on the impact of these interventions is provided.Method: A systematic review was conducted using the key words ‘literacy intervention’ and ‘reading intervention’. The selection of articles was further refined with a specific focus on primary school interventions in South Africa.Results: The review focuses on specific literacy interventions where ‘intervention’ is defined as active and purposeful engagement to improve decoding, vocabulary, fluency and/or comprehension of primary school learners. This article reviews the documented literacy interventions and draws out some of the key features of successful interventions. It also makes broader reflective comments about what this exercise reveals about the state of literacy interventions in South Africa.Conclusion: Interventions have generally been ad hoc and uncoordinated and have not wrought systemic change. Moving forward in a coordinated manner must be based amongst other things on learning from interventions that have been reviewed here.

Leading dissemination of digital, science-based innovation in school – a case study

ABSTRACT Digitalizing school is a process that comes with challenges. It requires strategic leadership and transformational change to work processes. Nevertheless, some succeed, and it is useful to understand what makes for success. This paper studies the challenges of leading digitalization of education in a city which decided to implement an IT-supported method for teaching literacy in primary schools. The method required transformational change; teachers not only had to learn to use technologies, they also had to review their pedagogy. This study is guided by the Diffusion of Innovation theory and draws on interviews with school principals. We find that the critical factors relate to the communication channel, the social system within and across schools, and the time perspective.

Implementation of ICT as a Teaching Tool for Language and Literacy in Primary Schools in Mauritius: Teachers’ Perspectives

This study focuses on the implementation of ICT as a teaching tool for language and literacy in primary schools in Mauritius. It examines perceptions of primary school teachers of Grades 5 and 6 classes about the benefits, drawbacks and challenges of using ICT tools to enhance the teaching and learning of languages and literacy. The survey research design based on the quantitative research method was used to collect data from 100 primary schools in the district of Moka. The random sampling technique was used. The study indicates that teachers have an average level of perceptions of the drawbacks and challenges that they face in implementing ICT tools in their teaching, but they have a quite high level of perceptions of the benefits of using such tools. The most important finding is that they consider it difficult to use ICT tools in overcrowded classes that are common in Mauritian primary schools and that they are not well trained to use ICT tools to teach effectively and efficiently. It is recommended that, in the context of the new education reform called the Nine Year Basic Continuous Education, the Ministry of Education should review the teacher-pupil ratio and employ teaching assistants or support teachers to facilitate the effective use and implementation of ICT tools to accelerate its strategy towards the digitalization of education in the country.

РОЛЬ ФІНАНСОВОЇ ГРАМОТНОСТІ У ФОРМУВАННІ СОЦІАЛЬНОЇ АКТИВНОСТІ УЧНІВ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

У статті розкриті особливості здійснення та організації профорієнтаційної роботи в закладах загальної середньої освіти. Авторами обґрунтовується необхідність свідомого вибору професії ще в шкільні роки. Акцентується увага на економічній освіті як складовій профорієнтації. Описуються зміст, напрями та структура профорієнтаційної роботи. Докладно розглядаються два підходи до профорієнтаційної роботи у закладах загальної середньої освіти, їх вплив на соціалізацію учнів.

Multidimensional Electronic Texts Benefits Literacy Learning

Chinese class is an essential subject in humanities and social science, with the characteristics of instrumentality and humanity, and the concentration on students’ language construction, cultural understanding, thinking development, and aesthetic appreciation. Meanwhile, the development of Chinese language literacy must be based on words cognitive and language using abilities. The application of multidimensional electronic texts is helpful to Chinese literacy teaching and the development of students’ wisdom. Specifically, the multidimensional electronic text contains assorted new words and a series of words and paragraphs, including group study requirements, reading, dubbing, paragraph generalization, summary, central ideas, writing features, word assessment, etc. This article analyzed specific supporting functions of multidimensional electronic texts in teaching Chinese character “literacy”; It analyzed and showed the specific application methods of multidimensional electronic texts in primary school literacy teaching roles, promoting students’ wisdom development by selecting specific cases.

The usage of ict in the classrooms of primary school

Traditionally, it is believed that a child receives literacy in primary school, where he is taught to write, read and count. This is undoubtedly the case. But modern society needs new ways of activity, which requires a person to develop a whole range of skills and abilities-finding the necessary information, processing it, providing it to other people, modeling new objects and processes, self-planning and building their actions. Along with teaching reading, writing and numeracy skills, starting from the first grade, it is important to teach children how to use digital technology as a working tool in their studies and everyday life.

Promoting Arabic Literacy in Primary Schools in the United Arab Emirates through the Emirati Dialect

Globalization has had an impact on the education system in the UAE, where the increased use of bilingual curriculum (Arabic-English) is held in high regard. Nevertheless, literacy in Arabic among Emirati children and teenagers remains low. This study uses a 15-item, open-ended questionnaire completed by Emirati parents and an eight-item, open-ended questionnaire completed by Emirati primary school children from 8 to 11 years of age to compare the translations of The Little Prince into Modern Standard Arabic (MSA) and into the Emirati dialect. The results suggest that not only the Emirati dialect, but any Arabic dialect (in its respective Arab country) could be used in primary schools to motivate children to read in Arabic and bridge the gap between their spoken language (dialect) and formal written Arabic. Not only must an Arab child learn how to read, but also, they have to understand a very formal language system that they are not used to speaking at home, i.e., Modern Standard Arabic (MSA). Having books in their own dialects may make children more interested in reading, as they can understand them more easily.

ЧИТАТЕЛЬСКАЯ ГРАМОТНОСТЬ И ЕЕ РАЗВИТИЕ В НАЧАЛЬНОЙ ШКОЛЕ

ЧИТАТЕЛЬСКАЯ ГРАМОТНОСТЬ И ЕЕ РАЗВИТИЕ В НАЧАЛЬНОЙ ШКОЛЕ

Promoting Arabic Literacy in Primary Schools in the United Arab Emirates through the Emirati Dialect

Globalization has had an impact on the education system in the UAE, where increased use of bilingual curriculum (Arabic-English) is held in high regard. Nevertheless, literacy among Emirati children and teenagers remains low. This study uses a 15-item, open-ended questionnaire completed by Emirati parents and an 8-item, open-ended questionnaire completed by Emirati primary school children from 8 to 11 years of age, and compares the translation of The Little prince into Modern Standard Arabic (MSA) and into the Emirati dialect. The results suggest that not only the Emirati dialect, but any Arabic dialect (in its respective Arab country) could be used in primary schools to motivate children to read in Arabic and bridge the gap between their spoken language (dialect) and formal written Arabic. Not only must an Arab child learn how to read, but also, they have to understand a very formal language system that they are not used to speaking at home, i.e., Modern Standard Arabic (MSA). Having books in their own dialects may make children more interested in reading, as they can understand them more easily.

THE ROLE OF THE SUBJECT OF ICT IN PRIMARY EDUCATION

This article discusses the issues of improving computer literacy of children aged 8-10 years in the modern digital society. The purpose of the article is to analyze the conducted research on improving the effectiveness of teaching ict for primary school children. The main idea of the article is based on the formation of children's basic knowledge to improve computer literacy in primary school. The authors, based on the opinion of scientists, pay attention to the factors underlying the teaching of ict in primary schools. The article provides a summary of some of the studies. The authors pay special attention to the relations of various nature between the student and the teacher, substantiate the initial idea of specifying the main requirements for the conduct of ict discipline, the goals and objectives of the course. The relevance of the article is devoted to the proper organization of the quality of computer literacy training for primary school children.

The Visual made Audible – Co-constructing Sound Effects as Devices of Comic Book Literacy in Primary School

This paper analyses and discusses ongoing comics literacy events where two 3rd Grade students and their teachers are working with comic books, focusing specifically on visual representations of sound. The purpose of the paper is to explore how these representations, as multimodal aspects of comics literacy, provoke literacy experiences in the classroom. Visual representations of sound come in different shapes and sizes, but are generally written outside of speech bubbles in bold letters. Using discursive psychology –allowing the researcher to view participants’ verbal and embodied actions as performing actions in social and situated contexts– the current paper analyses how pairs of students and teachers co-construct visual aspects in comic books, translating them into verbal sound and embodied action. Results show that embodied motion, sensation, and audible sound are utilized to interactively display comic sound effects to enhance the reader’s experience of the narrative. This is done as co-construction between adult and child through re-enactment of the visuals as real-life sound and action –also connecting this to other visual aspects of adjacent panels in order to make this meaningful. The paper argues that this challenges both teachers’ and students’ perceptions of what literacy can be and how sound effects –through the shape, colour and font of the graphic text– influence and enliven the comic narratives created in the classroom.

Public libraries and public primary school literacy: a Kenyan case study

PurposeThe purpose of this paper is to explain how public libraries have been instrumental in early child school literacy teaching and learning. Most African public schools do not usually afford enough core textbooks and supplementary readers.Design/methodology/approachThis was a qualitative case study in Western Kenya amongst public library staff members, public primary school teachers and parents of library children clients. The following questions were addressed: What is the book situation in public primary schools in the study site? What school-type literacy-related services are offered by the sampled public library? and What are library staff members’, teachers’ and parents’ feelings about the public library services offered? Observations, interviews and document studies were used to collect data. Data were analysed thematically.FindingsPublic schools do not have enough core textbooks and the situation is worse for supplementary readers; the public library branch studied offers critical school-type literacies to school children both at the library building as well as at public schools registered with it; and library staff members, teachers, and parents express positive feelings about the services offered.Research limitations/implicationsThis was a case study whose findings might not apply to the larger situation and the study did not confirm actual literacy benefits of the library services amongst school children by, for instance, conducting literacy tests. The findings are, however, an index to the possible situation in the macro context.Practical implicationsThe relevant stakeholders should find ways of co-opting public libraries as associates of public schools in literacy teaching. This relationship is not straight forward in Kenya.Originality/valueThe findings reported are from original research.

Student outcomes of the physical education and physical literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools

ABSTRACT Background: Health organisations such as the United Nations continue to place an expectation on school physical education (PE) programmes and wider school strategies to ensure students develop physical literacy and receive the well-established benefits of meeting physical activity guidelines. Barriers to meet this expectation such as lack of trained PE teachers, lack of time and greater emphasis on academic achievement are ongoing challenges to schools. The purpose of this study was to evaluate the impact of the multi-component Physical Education Physical Literacy (PEPL) intervention, designed to improve students’ fundamental movement skill, perceived physical abilities and level of physical activity. Method: A qualified PE teacher implemented the PEPL intervention across seven schools, and another seven schools formed a control group as part of a randomised cluster-based trial. Grade 5 students (N = 318, age 10.4 years ± SD 0.4) completed assessments of physical activity, fundamental movement skill, attitudes towards PE, and self-perceptions of physical abilities before and after a 33-week intervention. Intervention effects were examined using general linear mixed models. Post-intervention focus groups with students were used to develop insights into experiences and outcomes. Results: With no significant gender interactions, the PEPL approach led to enhanced object control skills (β = 1.62; SE = 0.61; p = 0.008), with little evidence of any other fundamental movement skill improvements in excess of those in the control group. There was also modest evidence for an effect on accelerometer measured moderate-to-vigorous physical activity (MVPA) during school time (β = 4.50; SE = 2.39; p = 0.058), but this was not accompanied by any significant intervention effect over the entire week. Questionnaires indicated students in the PEPL programme became less satisfied with their own sporting ability (β = −0.20; SE = 0.08; p = 0.013) but qualitative data analyses suggested that they enjoyed the PEPL approach experience, becoming more motivated and confident in their physical abilities. Conclusions: Evidence of enhanced object control skill, increased confidence and motivation to be physically active, and moderate evidence of more MVPA during school time, indicate that the introduction of the PEPL approach contributed to the development of student physical literacy. A decrease in perceived sporting competence warrants greater attention on student’s self-perceptions in future iterations of the intervention. Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.