Primary Grade Levels Research Articles

Are Mathematics and Writing Skills Related? Evidence from Meta-Analysis

Writing and mathematics are essential in academic achievement. In the present study, we investigated whether writing skills and mathematics skills are related and if so, whether their relation is moderated by participants’ grade level (a proxy for developmental phase), subskills of mathematics and writing skills, and assessment characteristics (normed and standardized nature of mathematics and writing tasks, and reliability of mathematics and writing measures), using a meta-analysis. A total of 211 studies (k = 564, N = 1,207,983) met inclusion criteria. Overall, mathematics and writing were moderately related (r = .48). The overall magnitude of their relation differed as a function of grade level such that the relation was stronger for students in primary grade levels compared to those in university and above. When explored by higher order and lower order writing and mathematics skills and grade levels, lower order writing and mathematics (.59) and higher order writing and mathematics (.48) had substantial relations in primary grades, whereas higher order writing and mathematics were weakly related in adulthood (.25). The relation also differed by the reliability of mathematics tasks such that the magnitude was stronger for mathematics tasks with higher reliability. For writing, the relation was stronger for writing tasks that were normed and standardized compared to those that were not. These results confirm not only a mathematics–writing relation but also factors that influence this relation. Future work is warranted to investigate mechanisms of the relation and potential practical implications.

Difficulties Encountered by Mapeh Teachers in the Blended Learning Modality

Examining the challenges MAPEH teachers face in the blended learning environment aims to shed light on the difficulties they encounter. In this context, this study aimed to determine the difficulties experienced by MAPEH teachers in the blended learning modality (BLM) in three schools of District VI Division of Bacolod City during the school year 2021-2022. Data for this descriptive study was collected from 101 teachers using a researcher-made instrument that has gone through rigorous tests of validity and reliability. The ensuing analysis showed MAPEH teachers encountered high-level challenges in delivering instruction and utilizing technology in blended learning, with a moderate level of difficulty in assessing learning. Younger teachers with shorter teaching experience, particularly those assigned to primary grade levels, faced moderate challenges in technology literacy and application and assessment, whereas older teachers experienced higher difficulty levels. Significant differences were found in the challenges MAPEH teachers face across age groups in technology literacy, application, and assessment in blended learning. The findings of this paper call for support through seminars and training for the teachers, especially in delivering instruction and effectively utilizing technology in blended learning. Keywords: MAPEH teachers, empirical-based approach, difficulties in blended learning modalities, Bacolod City, Philippines

Curriculum Considerations for Developing Mathematical Talent in Elementary Students

To effectively nurture the talents of elementary students with mathematical talent they need to be challenged with an advanced curriculum that is designed with their specific needs in mind. The purpose of this paper is to describe an effective model for developing such a curriculum and explore effective, research-based examples of curriculum and instruction using this model. The paper begins with a review of literature covering a broadened definition of mathematical talent that showcases the need for a more complex and multi-dimensional curriculum to nurture their talents. Next, evidence-based curriculum considerations for talented students at the elementary level are explored. Essential characteristics of mathematics curriculum for talented students are detailed including a focus on advanced content, conceptual development and higher-level processes akin to those used by mathematicians. Accompanying research-based instructional strategies to increase challenge, complexity, and creativity are outlined. Examples at the primary and elementary grade levels are provided to illustrate effective, research-based curriculum and instruction that develop mathematical talent in advanced students.

Parents’ Perception of the Online Delivery of Instruction in the Primary Level

Parents play a huge part in how a child learns. This study examined parents' perception of online instruction at the primary grade level and its relationship to their demographic profile. The study employed a descriptive-correlational research design using a five-point Likert scale questionnaire. A total of 80 parents of primary-level pupils were chosen as respondents. Parents' demographic profiles and perceptions were described using frequency counts, minima, maxima, means, and percentages. Point-biserial correlations and Spearman-Rho correlations were used to determine the variables' significant relationships. The data showed a significant relationship between the parent's employment status and their perception of online delivery of instruction in terms of the learning management system. At the same time, other dimensions were revealed to be non-significant to the parents' demographic profile. The study found that most parents adhered to the fact that online delivery of instruction offers flexible education and provides personalized learning experiences where pupils can learn independently.

Greek Upper Primary Grade Students’ Images About Science and Scientists: An Alternative Descriptive Piece of the Puzzle

This study examined the perceptions of upper primary grade level students about science, scientists, and their work. Participants were 284 fifth- and sixth-grade students (aged 10–12) from six urban areas of Attica (Greece). An open-ended questionnaire was employed for data selection. Students’ responses were analyzed both qualitatively (through thematic analysis) and quantitatively. The findings suggest that the participants in this study hold distinct perceptions of what science is, who a scientist is, and how science is done. Although most students referred to science and scientists in a positive light, our findings suggested that they held traditional and narrow perceptions of such issues (e.g., a scientist is a brilliant, talented person who works in natural sciences, science is a contributor to human welfare, or science is a product). Our data also suggested that the students could not make a clear distinction between science and technology, concepts that were used interchangeably in our study. Educational implications that may help breaking these naïve perceptions were discussed.

Phonological Awareness in Arabic among Early Grade Teachers

Early-grade teachers’ ability to incorporate high-quality explicit phonological awareness (PA) instruction into the classroom helps children succeed in early reading endeavors and significantly reduces reading difficulties among children at risk for reading problems. Teachers’ deep knowledge of teaching PA is expected to affect their reading instructional practices inside the classrooms. This study aims to gain perspective on early grade teachers’ perceptions, knowledge, and practices related to teaching PA skills in the Arabic language. To this end, a modified survey instrument was completed by 109 Arabic language teachers at kindergarten and primary grade levels. Results reveal that although teachers recognize the significance of PA for reading development, many show poor knowledge of certain PA fundamentals and do not formally assess PA or provide adequate and explicit PA instruction in their classrooms. Furthermore, results show that teachers with more teaching experience provide their students with more chances to complete PA activities in the classroom. These findings suggest a need to provide Arabic language teachers with adequate knowledge and training as well as assessment and teaching materials to enable them to provide the required PA skills, as a crucial reading skill, in the classroom..

Sometimes Finding Nothing is Something: Shrinking the Gap between Emerging Bilingual Learners and English Fluent Students (Case in Point)

<p style="text-align:justify">For United States of America (USA) and other developed countries, science achievement gaps begin to emerge in elementary and primary school. Such gaps between USA student groups typically are connected to socio-economic status (SES) and issues such as students still learning the English language. Through an experimental design, this National Science Foundation funded study explores how integrating the arts into science, technology, engineering, and mathematics (STEM) curriculum and leading with a more STEAM-first approach (e.g., curriculum which integrates science, technology, engineering, arts, and mathematics) might provide more equitable science learning opportunities for elementary or primary grade level students. More specifically, the project’s research efforts seek to also examine how integrating the arts into science instruction might help emerging bilingual (EB) students who are simultaneously learning the English language and science. Although results provide somewhat conflicting findings of statistical significance with small to moderate effect sizes, outcomes provide initial evidence that leading with STEAM science instruction before STEM efforts can be beneficial to early readers, and for EB students this benefit is magnified. As the title of this study suggest, sometimes finding nothing is something.</p>

General Education Teachers' Perspectives about Their Practices when Teaching Reading Skills to Students with and at Risk of Learning Disabilities in the Primary Classrooms

General Education Teachers' Perspectives about Their Practices when Teaching Reading Skills to Students with and at Risk of Learning Disabilities in the Primary Classrooms Abstract The purpose of this study was to identify the perspectives of classrooms’ teachers at the primary grade levels (first, second and third grades) in Makkah about their practices when teaching reading skills (phonemic awareness, phonics, vocabulary, fluency, and comprehension) for classes that involved both students with learning disabilities and at risk of it. Therefore, the researchers designed a questionnaire consisting of 29 items. A total of 39 teachers responded to the questionnaire. The results showed that teachers focused on teaching reading skills in the following order: (1) fluency, (2) comprehension, (3) vocabulary, (4) phonics, and (5) and phonemic Awareness. The results also showed that there are no statistically significant differences among teachers that can be explained by their academic majors, and the number of students with and at risk of learning disabilities in their classes. However, the results showed that there were statistically significant differences among teachers of different grade levels as the first-grade teachers were focusing on teaching the phonics skill. Keywords: Teaching reading, reading skills, students with and at risk of learning disabilities

Disaster Risk Reduction in Iranian Primary and Secondary School Textbooks: A Content Analysis.

School textbooks have a significant role in transferring knowledge to the students and changing their behavior. This work aims to analyze school textbooks to find the representation of natural hazards in Iran, which is vital for supporting children in disaster situations. In this study, a qualitative content analysis was used. Data were analyzed qualitatively by using MAXQDA 2018 software. For the 2019-2020 school year, 300 Iranian school textbooks in Persian language were collected. Findings of this work show that students receive information about disaster risk reduction (DRR) education through the primary and secondary grade levels in all 12 grades. The educational content covers various types of natural hazards, including geophysical, hydrological, climatological, meteorological, and biological disasters. In addition, the textbooks contain discussions about local hazards, causes and effects of disasters, and the disaster management cycle. The coverage of DRR and the relevant contents in school textbooks reveals that the discourse of natural hazards is important for Iranian authorities, especially in the education system. This study helps decision-makers and practitioners design more effective interventions to prepare children for disasters.

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.

Violence Inflicted on Students with Disabilities in Special Education Institutions at Public Sector: A Remedial Inquiry

The central theme of this investigation was to explore types of violence being inflicted on students with disabilities (deaf, blind, mentally retarded and physically handicapped) enrolled at primary grade level in private and public sector Special Education Institutions in Punjab-Pakistan. A sample of randomly selected 5 districts (Lahore, Gujranwala, Okara, Pakpatan, Rawalpindi) out of 36 districts of Punjab was taken. A conveniently available sample of 68 special education teachers (male: 22, female: 46) including 20 Senior Special Education Teachers (SSET) and 48 Junior Special Education Teachers (JSET) was taken to collect data on a self-developed and validated questionnaire with statistically significant reliability index (Cronbach Alpha: 0.85) containing 30 statements on violence on five point Likert type scale (from strongly disagree to strongly agree). The data were collected personally and with the help of research assistants. Data were analyzed on SPSS version 21. Descriptive analysis was run to find frequency distribution of responses, percentages and mean score. Independent sample t-test was employed to find difference in responses of special education teachers on the basis of gender. Analysis of Variance (ANOVA) was run to find difference in the opinions of special education teachers on the basis of their age, qualifications, and teaching experience. There was statistically substantial variation in the responses of special education teachers based on their qualifications. There was not statistically significant difference among the responses of special education teachers on the basis of their gender, age and teaching experience. Conclusions were drawn and recommendations to Punjab Special Education Department were made.

Syntactic Complexity in Adapted Teaching Materials: Differences Among Grade Levels and Implications for Benchmarking

AbstractAn extensive body of research has investigated the role of syntactic complexity in gauging the linguistic complexity of reading texts, particularly for the purpose of determining their grade appropriateness. However, little such research has focused on adapted teaching materials for English as a foreign language (EFL) contexts, and to date there has been no systematic effort in establishing syntactic complexity benchmarks to guide text adaptation practices in such contexts. This paper reports on a large‐scale study that assessed the quantitative differences in syntactic complexity among adapted teaching materials for different grade levels in the EFL curricula in China. Our data consisted of 3,368 adapted English texts solicited from a corpus of teaching materials approved for use in the 12 primary and secondary grade levels in China by the Chinese Ministry of Education. All texts were analyzed using 8 syntactic complexity measures representing different dimensions of syntactic complexity. All 8 measures showed significant between‐level differences with moderate to large effect sizes and nonuniform patterns of progression, and 5 measures were identified as significant predictors of grade levels in a logistic regression analysis. The implications of our results for establishing syntactic complexity benchmarks to inform future text adaptation practices are discussed.

Base-10 Blocks: a study of iPad virtual manipulative affordances across primary-grade levels

The purpose of the inquiry was to understand how children in primary grades (i.e., preschool, kindergarten, and second grade) engaged with affordances and constraints of features in a Base-10 Blocks virtual manipulative mathematics app designed to promote learning opportunities. Researchers conducted one-to-one interviews with 100 primary grade children as they interacted with the Montessori Number Base-10 Blocks iPad app. The video data were qualitatively analyzed using open descriptive, thematic, and structured coding. Results show that children’s actions when interacting with app features can affect their engagement with designed mathematics constraints and affordances. Results also identified three emergent themes around children’s engagement with the app’s simultaneous linking features: verification, self-correction, and making connections. Findings suggest the importance of helping children identify and reflect on affordances within virtual manipulative mathematics apps. These findings also indicate that as designers, educators and researchers design or select virtual manipulative mathematics apps for classroom use; they should to consider children’s prior achievement as well as in-app perceptions and engagement with design features in the apps.

Seeing and the Ability to See: A Framework for Viewing Geometric Cube Problems

Perceiving a 3-dimensional (3D) diagram on a 2-dimensional (2D) surface or plane can be a challenging endeavor for students at the elementary or primary grade levels. Adding to this challenge are the intricacies present in understanding the processes involved in geometric problems of such a nature. To ease the comprehension of these processes, this paper proposes a framework that traces the processes in viewing 3D diagrams represented on a 2D plane. This framework, abbreviated as SMS, espouses three main processes; (1) Seeing the 2D plane, (2) Making sense of the 3D diagram on the 2D plane, and (3) Seeing the 3D diagram. Implications for teaching and learning are also offered.

Kindergarten students’ social studies and content literacy learning from interactive read-alouds

Research suggests that although many elementary teachers integrate social studies with the language arts, this instruction tends to be poorly designed with little emphasis on social studies learning. This study examined an instructional method rarely used as a form of integration at the primary-grade level—interactive read-alouds of informational text—in order to determine the degree that this intervention might simultaneously build kindergarten students’ knowledge of economic concepts and content literacy in low-SES settings. As evidenced by students’ responses during one-on-one assessments before and following the interactive read-alouds, students made statistically significant learning gains in both social studies and content literacy. Implications of the findings and areas for further research are discussed.

Malala, a Brave Girl from Pakistan; Iqbal, a Brave Boy from Pakistan by Jeanette Winter (review)

Reviewed by: Malala, a Brave Girl from Pakistan; Iqbal, a Brave Boy from Pakistan by Jeanette Winter Elizabeth Bush Winter, Jeanette Malala, a Brave Girl from Pakistan; Iqbal, a Brave Boy from Pakistan; written and illus. by Jeanette Winter. Beach Lane/Simon, 2014 40 p Trade ed. ISBN 978-1-4814-2294-9 $17.99 E-book ed. ISBN 978-1-4814-2295-6 $10.99 Ad 6–8 yrs This picture book, which features two stories linked back to back in the same volume, highlights two powerful advocates for children’s rights, each a young person of exceptional courage. Iqbal Masih, a child indentured to a carpet factory owner to secure his family’s modest debt, spoke out among fellow child laborers concerning the illegality of the Peshgi loan system and gained international attention. Known to be in the crosshairs of the carpet factory owners, he was shot to death in 1995 at age thirteen while riding his bicycle. Malala Yousafzai, an outspoken proponent of children’s right to education, was shot through the head by a Taliban fighter, was evacuated to Great Britain for treatment, and currently continues to advocate for civil rights back in Pakistan. Winter begins each story with an introductory note in prose considerably more sophisticated than the ensuing text. The two biographies share a scant forty pages, and the abridgment of the complex tales leaves notable gaps: for example, how does a child like Iqbal, who has been chained to a loom since early childhood, learn to read the public notice about the outlawed Peshgi system? Why is Malala wearing a uniform when “the brave girls of Swat Valley outwit the Taliban fighters by wearing everyday clothes to school”? Muted tones and doll-like representations of the two heroes soften the tragedy of the stories, and the inclusion of kites as symbols of freedom are used to advantage as the ghostly Iqbal and vibrant Malala exchange kites on the transition spread between stories. With Malala’s recent Nobel Peace Prize award (made after this title’s publication), this work will fill demand for material at a primary-grade level. Copyright © 2014 The Board of Trustees of the University of Illinois

Cultivating Primary Students’ Scientific Thinking Through Sustained Teacher Professional Development

While the United States’ National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children’s engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and mathematics assessment scores in response to the country’s No Child Left Behind (2001) mandates; (2) a lack of preparation in teacher science content knowledge; and (3) a lack of science professional development opportunities. In response to these needs and focusing on the primary (Kindergarten–first–second) grade levels, the Project SMART professional development program was created and implemented over three school years in one high-poverty California school district comprised of diverse students, including 62 % English language learners. This qualitative report explores primary grades teachers’ experiences in the professional development program, providing teacher descriptions of impact on student learning and motivation as well as collegial trust gained through on-going collaboration with university faculty, district professional development facilitators, and among their school/district peers.

Teaching Methods, Approaches and Strategies Found in EFL Classrooms: A Case Study in Lao PDR

Abstract This qualitative research aims to investigate the EFL teaching methods, approaches and strategies which would be found in English as a foreign language classes in Lao PDR. To obtain the data, qualitative research methods, namely, observations and interviews were both administered with 5 English teachers, from schools in Vientiane Municipality, who agreed to participate in the research. The results of the study revealed that Communicative Language Teaching (CLT), Grammar Translation Method (GTM) and Total Physical Response (TPR) were three major methods/approaches found in the foreign language classrooms studied. Regarding the language teaching used, the activities found implemented in primary grade level were limited and short while more various activities were found in the secondary level. Many activities in the secondary schools provided the students more opportunity to communicate and use the language. In addition, the activities in the secondary level appeared to be longer and more complicated than those found in the primary level.

The Effect of Using Current Events Teaching Method on the Achievement of Primary 10th Graders in Patriotic & Social Education and Related Attitudes

The purpose of the present study was to identify the effect of using current event teachi9ng method on the achievement of primary 10 grade students in the patriotic and Social Studies and their attitudes. Sample (N=81) consisted of all students attending the primary 10th grade level at AL Hussein Comprehensive Boy Secondary School within Amman First Directorate of Education during the academic year( 2011-2012). Participants were randomly assigned to control and experimental groups. For statistical treatment, the researcher used means, standard deviations, and T-test to verify valence of the two groups in the study. In addition, multiple ANCOVA, and Kuder-Richardson (KR-20) to calculate reliability of the achievement test. Results showed statistically significant differences attributed to group effect on all posttest levels in favor of the experimental group, with high mean estimate score. The researcher recommends motivating teachers to use current events in their teaching by holding training courses for them supervised by specialists from the education colleges at the Jordanian universities.

Problem Solving and Problem Posing Skills of Prospective Mathematics Teachers About the ‘Sets’ Subject

Problem is a topic, event or activity, which no memorized or specified rules are known regarding its solution. Problem posing is a crucial component for mathematics discipline and problem solving is the situation of elimination of confusion in human mind. In this sense, the problem sentence of the study was determined as; ‘What are Problem Solving and Posing Behaviours of Prospective Primary Mathematics Teachers about the ‘Sets’ Subject and Their Experiences and Difficulties Encountered During this Process?’. The purpose of this study is to analyze problem solving and posing behaviours of prospective primary mathematics teachers about the sets subject and to determine the experiences and difficulties that can be seen during these processes. The study was carried out with 56 sophomore students who study at Kocaeli University, Department of Teaching Primary Mathematics. The data was obtained using a data collection form which was prepared by the researchers. The data were analyzed and interpreted in three steps using the content analysis method including i) free problem posing and solving, ii) the experiences that can be seen during problem solving and posing processes, iii) solution recommendations relating to the difficulties (if any) that can be experienced during problem posing and solving processes. It was determined that 53 students could pose problems about the Sets subject suitable to Primary Second Grade level and also they were able to solve these problems. It was seen that 41 students had difficulties in adjusting the degree of difficulty of the problem, not being able to have the full subject knowledge and matching the primary school level during problem posing process. And it was determined that 12 students expressed that they did not experience any difficulties and did not make any solution recommendations. Based on the findings, it was concluded that students could display free problem posing skills but they could not solve the problems according to problem solving steps. This situation can be explained with the fact that the students have not studied problem posing and solving before. It was determined that students had difficulties in matching the primary school level and in adjusting the degree of difficulty of the problem and they believed that they could overcome these difficulties by gaining experience in time. This situation can explained with the fact that since students are sophomore, they do not perceive themselves as real teachers.