Second Year Of Primary School Research Articles

Speech therapy screening project in the islands of Lampedusa, Linosa and Ustica

In the general population of 5-year-old children, those with Specific Language Disorders represent about 7%. The difficulties, which are more evident in the first years of life, often continue into school age, for this reason, it is of crucial importance to promptly intercept these health needs to guarantee the management and resolution of linguistic difficulties which, if not treated, will transition to the area of school learning. This work aims to identify children at risk concerning language development. The screening program involved all classes of nursery school and the first and second year of primary school, evaluating possible linguistic problems in the 6-8 age group. The speech therapy screening involved the administration of the Articulation Test. From the analysis of the data, it emerged that 12% of the participants, i.e. 21 children (11 children resident in the municipality of Lampedusa and Linosa, 10 children resident in the municipality of Ustica) were identified as at risk for language delay. For children identified at risk, an in-depth clinical-diagnostic investigation was requested. From this experience of prevention and awareness at an early age for language disorders, the importance of identifying risky situations early on is evident to support the correct evolution of verbal production and avoid that a late intervention could make the most serious situation. Nursery school represents a crucial place and moment for recognizing a possible difficulty. Unfortunately, attention to children's language is not yet optimal and is often directed only to those cases that show obvious signs of delay. This is why early identification of difficulties and timely management by the speech therapist is so important.

Effect of Colour Usage and Dialogue Reading Practices in Solving the Visual and Auditory Perception Problems of Students with Dyslexia

Dyslexia is a specific learning disability in reading. It is the most prevalent learning disability. This study aims to reveal the effect of the use of colours, peer assessment and reading dialogues on the education of students with dyslexia. The study uses a technical collaborative action research method. Two male students diagnosed with dyslexia and studying in the second year of primary school were participants in the study. The study lasted for 12 weeks following the research plan. The students were required to read the chosen tales in Aesop’s Tales aloud. After reading the stories, the students also read selected dialogues in the elementary school course books determined by the Ministry of National Education. Two letters by which the students got confused were marked in two different colours in the first text. The colouring gradually reduced in the new text. There was no colouring in the last text. Results show that the use of colours was effective in reducing the confusion of letters. The students corrected their mistakes mutually through the peer assessment method. The students liked the reading activity and made fewer reading errors compared to other texts.

Food and nutrition education in Australian primary schools: Parents' perspectives on why, when and how

AbstractWe examined Australian parents' opinions of primary school food and nutrition education (FNE) via a cross‐sectional survey that collected quantitative and qualitative data. Most parents agreed that primary schools should teach FNE, starting at either the first or the second year of primary school and delivered weekly or fortnightly for approximately 1–2 h. The majority of parents believed that FNE could be incorporated into several school subjects. Many believed that FNE should be taught to ensure equity and to promote healthy eating among children. Consideration of parents' opinions about school FNE programmes could help design and deliver more effective FNE programmes.

The mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of primary school in Kashan

هدف تحقیق حاضر، تعیین نقش واسطه‌گری انگیزش تحصیلی در رابطه بین هویت تحصیلی با ابعاد بهزیستی هیجانی در دانش‌آموزان دختر دوره دوم ابتدایی شهر کاشان بوده است. روش تحقیق به لحاظ ماهیت، توصیفی-همبستگی است. جامعه آماری تحقیق را دانش‌آموزان دختر دوره دوم ابتدایی شهرستان کاشان به تعداد 1531 نفر تشکیل می‌دهند. حجم نمونه تحقیق با روش نمونه‌گیری تصادفی خوشه‌ای 200 نفر به دست آمد. جهت گردآوری داده‌ها از پرسش‌نامه‌های انگیزش تحصیلی والراند (1982)، هویت تحصیلی واز و ایزاکسون (2008) و بهزیستی هیجانی کییز و ماگیارمو (2003) استفاده گردید که روایی آن‌ها توسط استاد راهنما و صاحب‌نظران دانشگاهی مورد تأیید قرار گرفت و پایایی آن‌ها نیز از طریق آزمون ضریب آلفای کرونباخ مورد تأیید قرار گرفت. به‌منظور تحلیل داده‌ها از تکنیک معادلات ساختاری با استفاده از نرم‌افزار آماری Lisrel و نیز نرم‌افزار آماری Spss استفاده شد. یافته‌های تحقیق نشان داد هویت تحصیلی با انگیزش تحصیلی و ابعاد بهزیستی هیجانی دانش‌آموزان رابطه دارد. انگیزش تحصیلی با بهزیستی هیجانی دانش‌آموزان رابطه دارد. نتایج تحقیق نشان داد که انگیزش تحصیلی در رابطه بین هویت تحصیلی با ابعاد بهزیستی هیجانی در دانش‌آموزان دختر دوره دوم ابتدایی شهرستان کاشان نقش واسطه دارد.

Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees

The general objective of this study is to explore the relationship between students’ contextual characteristics and their performance in mathematical reasoning (MR) and linguistic comprehension (LC) skills. The census data from the ESCALA (EScritura, CAlculo y Lectura en Andalucía) tests developed by Agencia Andaluza de Evaluación Educativa (AGAEVE) in 2017 were used. These tests are carried out in the second year of primary school in the Autonomous Community of Andalusia (Spain). These data have been analysed through the data mining technique known as segmentation trees, using the CRT (Classification and regression trees) algorithm for each of the skills. This has allowed the detection of the high influence of social and cultural status (ESCS) and familial expectations regarding academic performance in both tests. In addition, it allows us to point out that there are different interactions between contextual characteristics and their relationship to performance in MR and LC. These results have made it possible to establish groups of students who may be at risk of not reaching the minimum required levels. Some characteristics of at-risk students are low ESCS, low family expectations or being born in the last six months of the year. The detection of at-risk profiles could contribute to the optimisation of the performance of these groups by creating specific plans.

Precursores de la Competencia Lectora Inicial en Escolares Hispanoparlantes de Nivel Socioeconómico Vulnerable

La identificación de precursores de la competencia lectora inicial es una estrategia prometedora para prevenir dificultades lectoras. Sin embargo, existen dudas sobre la aplicabilidad de la evidencia disponible al desarrollo lector en ortografías superficiales, como el español, y al caso particular de niños de nivel socioeconómico (NSE) vulnerable. Para resolver esta duda y mediante análisis de regresión múltiple, se estimó el poder explicativo de las habilidades (a) vocabulario expresivo, (b) conciencia fonológica y (c) correspondencia entre fonemas y grafemas, evaluadas al inicio del primer año escolar, sobre la competencia lectora inicial a inicios del primer y segundo año escolar en una muestra intencional de 104 niños hispanoparlantes que asistían a 6 escuelas privadas de NSE vulnerable de Montevideo, Uruguay. Al inicio del primer año escolar, los 3 precursores lograron explicar el 58% de la varianza de la competencia lectora inicial. Sin embargo, un año después, al inicio del segundo año escolar, estos mismos precursores solo lograron explicar un 12% de las diferencias individuales en la competencia lectora inicial. Estos hallazgos contribuyen a una base empírica para la identificación de precursores de la competencia lectora inicial en niños hispanoparlantes de NSE vulnerable. 

The growth rates of dot enumeration ability predict mathematics achievements: A 5-year longitudinal study.

Dot enumeration is the basic mathematics competency in young children and a significant indicator of later mathematics achievement. The present study focused on (1) how children's dot enumeration ability changed as they progressed from late kindergarten years (K3) to the second year of primary school in Hong Kong (P2), and (2) the extent to which such changes are associated with students' mathematics outcomes assessed at the fourth grade, including standardized mathematics achievement, whole number magnitude understanding, and rational number concept. Two hundred and eleven Hong Kong kindergarteners were recruited. The participants' dot enumeration was assessed from K3 to P2. Their mathematics outcomes were assessed at P4, including standardized mathematics achievement, whole number magnitude understanding, and rational number concept. The changes in their dot enumeration speed reflected a linear growth pattern. Further, both the initial level and growth rate of dot enumeration predicted standardized mathematics achievement and whole number magnitude understanding 2years later while only the latter predicted rational number concept. The results indicate the importance of focusing on children's growth in a specific mathematics skill, in addition to their status at one single time point. Practical implications are discussed in this article.

Finding Her Niche: An Interview with Emmanuelle Charpentier.

Finding Her Niche: An Interview with Emmanuelle Charpentier.

Contribuições de uma aula de campo para a aprendizagem de conhecimentos científicos nos anos iniciais do ensino fundamental

O ensino de ciências deve contribuir para a tomada de decisões, para uma compreensão mais ampla dos fenômenos da natureza e de como utilizar seus recursos. Neste trabalho são analisadas as contribuições de uma aula de ciências desenvolvida em ambiente natural para a aprendizagem de conteúdos científicos. A pesquisa foi realizada com uma turma do segundo ano do Ensino Fundamental da Escola Municipal Barão da Taquara, localizada em Duque de Caxias, na Baixada Fluminense - RJ. A coleta de dados teve como estratégias a confecção de desenhos antes e após a aula de campo, bem como a partir das falas dos estudantes sobre suas produções. Os resultados sugerem que essa metodologia contribuiu de forma significativa para a aprendizagem dos conteúdos, pois apresenta os conhecimentos de forma menos fragmentada; produz motivação e estímulo; proporciona situações de investigação e possibilita o ensino de forma concreta. A aula de campo ainda favorece uma postura de conservação do meio ambiente através da promoção de experiências que dificilmente podem ser recriadas no ambiente formal de educação.

Motivation and Mathematics Performance: A Longitudinal Study in Early Educational Stages

This longitudinal study analyses the predictive value of a set of motivational variables on academic performance in the mathematics area. Analyses were performed on a sample of 180 children, with the data evaluated in two stages in formal educational settings (from kindergarten until 2nd year of Primary School). Likewise, differences between three groups (with low, average, and high mathematical performance at the end of second year of Primary School) in motivational and attributional variables assessed initially are also studied. The results show a significant predictive power on later mathematics achievement for self-perceived competence. Also persistence, attitude, and positive attributional dimension of internality have an additional significant contribution. The results also show that high and low performance groups at the end of 2nd year of Primary School showed significant differences at 5 years, both in self-perceived competence and in persistence. There are also differences in persistence between average and low performance groups. These results are discussed in terms of their theoretical and practical implications.

Motivación y rendimiento académico en matemáticas: un estudio longitudinal en las primeras etapas educativas

This longitudinal study analyses the predictive value of a set of motivational variables on academic performance in the mathematics area. Analyses were performed on a sample of 180 children, with the data evaluated in two stages in formal educational settings (from kindergarten until 2nd year of Primary School). Likewise, differences between three groups (with low, average, and high mathematical performance at the end of second year of Primary School) in motivational and attributional variables assessed initially are also studied. The results show a significant predictive power on later mathematics achievement for self-perceived competence. Also persistence, attitude, and positive attributional dimension of internality have an additional significant contribution. The results also show that high and low performance groups at the end of 2nd year of Primary School showed significant differences at 5 years, both in self-perceived competence and in persistence. There are also differences in persistence between average and low performance groups. These results are discussed in terms of their theoretical and practical implications.

La integración del videojuego educativo con el folklore. Una propuesta de aplicación en Educación Primaria

<p>El artículo se centra en una experiencia de innovación en Educación Primaria que forma parte del trabajo práctico de la asignatura <em>Música y nuevas tecnologías</em> del Grado en maestro de Educación Primaria impartida en la Escuela Universitaria de Educación y Turismo de Ávila (Universidad de Salamanca), enmarcada en el programa <em>Prácticas de campo. Modalidad II</em> (2015/2016_OP4) del Campus de Excelencia Internacional Studii Salamantini. Consiste en la aplicación del videojuego <em>La granja musical</em> a 46 alumnos de primero y segundo de Educación Primaria del CEIP Santa Ana de Ávila con la finalidad de recuperar la tradición popular del pasado, interpretarla en el presente y proyectarla hacia las nuevas generaciones del futuro, para familiarizar a los alumnos con sus raíces folklóricas. Los resultados demuestran un alto grado de consecución de los objetivos planteados, junto con una participación significativa de elementos innovadores, tanto en la vertiente de las estrategias didácticas como en la relativa a los recursos tecnológicos empleados.</p>

Linguistic and Cognitive Skills in Sardinian–Italian Bilingual Children

We report the results of a study which tested receptive Italian grammatical competence and general cognitive abilities in bilingual Italian–Sardinian children and age-matched monolingual Italian children attending the first and second year of primary school in the Nuoro province of Sardinia, where Sardinian is still widely spoken. The results show that across age groups the performance of Sardinian–Italian bilingual children is in most cases indistinguishable from that of monolingual Italian children, in terms of both Italian language skills and general cognitive abilities. However, where there are differences, these emerge gradually over time and are mostly in favor of bilingual children.

Innovations in Handwriting Literacy Development as a Psycho-didactic Issue

Czech primary school has been undergoing a transformation process since 1989. This vast transformation concerns the education process provided by primary school, methodology, but also ways of evaluation including the role of a teacher. Close attention has been paid to basic literacies development, mainly reading, writing, Mathematics, but also to what is known as applied literacies. Initial writing instruction has undergone a significant change in recent years. Initial writing skills development belonged to one of the most challenging issues in primary schools. Fear of failure was often a reason for a deferred primary school entry. The change in initial writing instruction involves mainly the field of didactics and psycho- didactics. In the past period, pupils’ writing competencies have been defined with appreciation of their educational needs and possibilities. Methodology has changed towards giving preference to active and creative aspects of instruction; emphasis on legible writing as opposed to neat and well-organized writing (which used to be the aim of the “traditional” writing) has become the aim of teaching. Gradually, a debate started over letter shapes of the handwriting alphabet in terms of their difficulty and legibility. In 2009, R. Lencová, a graphic designer, came up with a suggestion of unlinked vertical script, which is very similar to the shapes used in Western Europe; Comenia Script. Teachers became interested in teaching their first graders this particular script very quickly. Based on requirements of the Ministry of Education, Youth and Sports a pilot implementation of Comenia Script has been carried out in the teaching of writing in the first grades of 33 Czech primary schools. The pilot project lasted 2 school years. Pupils were monitored in the first and second year of primary school. In addition to the analysis of their handwriting performance and peer benchmarking with pupils who were taught the common writing alphabet, interviews with the pupils’ parents, their teachers (including a large questionnaire survey) and a number of classroom observations were carried out. The findings show unequivocally that developing initial handwriting skills through Comenia Script is suitable primarily for the pupils with writing difficulties (dysgraphia). The paper presents methodology and findings of the pilot survey. Current innovative psycho-didactic approaches to initial writing instruction will be shown as well.

Evidence for Top-Down Processing in Reading Comprehension of Children

The current research discusses the problem of the different reading processing models that prevail nowadays in Psychology. Here we find a duality between the bottom-up approach, which has been extensively studied, and the top-down approach, which has been scarcely investigated. We attempt to identify the moment in a child's development when top-down processing in reading comprehension starts working. The level of difficulty of the texts used to assess comprehension was experimentally manipulated by breaking up the structure of the words in order to prevent the use of bottom-up processing. The school year of the participating children was the second independent variable. The effects of both variables on reading comprehension were shown, besides the existence of top-down processing in children. The results suggest that top-down processing is present from very early ages, that it starts to develop around the second year of primary school and that its effectiveness is comparable to that of bottom-up processing in later school years.

Expérimentation d’un dispositif pour l’enseignement de la ponctuation et ses effets sur les performances en écriture des élèves de 2e année de l’école primaire

In this present study, a project for teaching punctuation has been designed, from a socioconstructivist perspective, to address gaps in student writing. The effects of this intervention on the learners’ writing performance was then evaluated, using a dictation test with a cohort of 121 students in the second year of primary school (CE1). The results show that students who had taken part in the intervention performed better in writing than the other students, especially in punctuation. It seems that this positive effect can be attributed to the concepts learned during the intervention. In addition to a positive effect, the project also seems to have had a prolonged effect.

Rethinking early ESL Teaching in France: A cross-cultural approach

In France, the extension of the teaching of a foreign language from the second year of primary school onwards (cycle 2) seems to consist of a mere quantitative transposition of the contents defined for the last three years (cycle 3). The syllabuses seem to rely mostly on a cumulative and behaviourist process, where the emphasis is mainly placed on the children's ability to memorise. Moreover, this approach is based on the development of a plurilingual competence, which puts forward the idea that languages interrelate and interact (CEFR; see Council of Europe 2001: 4 §1.3). This raises the question of the nature of what children 'know' at this early stage of cognitive development and language acquisition at school and how the young pupil can draw upon his knowledge and experience of language in order to achieve effective communication.This paper will analyse the introductory ESL cross-cultural sessions conducted in classes of CE1 and CE2 (second and third year of primary school). It will attempt to...

Predicting reading performance during the first and the second year of primary school

The aim of this longitudinal study was to investigate the developmental antecedents of reading performance and its subcomponents from the beginning of the first year to the end of the second year of primary school. One‐hundred‐and‐fourteen seven‐year‐old Finnish‐speaking children were tested on reading‐related skills during their first week of school using a test battery designed for school entrants. Following this they were examined six times on word reading and reading comprehension skills. The results showed that the reading‐related variables predicting reading performance varied according to the phase of reading development. Moreover, partially different antecedents predicted word reading and reading comprehension. Word reading was associated with letter knowledge and listening comprehension, whereas initial word reading skill and listening comprehension were highly associated with the development of reading comprehension. The results support the development of reading instructional methods that take into account these differences in the components of reading performance and their development.

The Didactic Conditions of Emergent Literacy: A Comparative Study of Curricula and Teaching Tools in France and Québec

This study compares the conditions of emergent literacy in French and Québécois settings. We first consider the curricula and the objectives set in both countries from the last year of kindergarten to the end of the second year of primary school. Then we present a didactic tool widely used in the two countries. A common grid used to compare these teaching supports analyses the linguistic structures and the semantic and cultural properties of the texts used in reading classes. Finally, we present a comparison of the reading and writing activities proposed in different sets of pedagogical tools. These comparisons allow us to identify some common and divergent points in the teaching of the written language within French and Québécois institutional frameworks.

情緒研究法についての実験的考察

The aims of the present study were to compare the experimental method with the preparatory research method, in the study of such situations as bringing shame, and to make clear the sigrificances of the two method in the research of the problem of emotion.(1) In a situation that “a pupil listens to his own voice recorded facing his friends for the firsttime,” about half of all pupils in the second year of primary school showed emotion of shame, and the percentage increased by year. Number of thosewho showed “γ” behaviorsuch as looking down, lying on face on the desk or covering face with hand), that is considered as a physical reaction of shame, increased “markedly” with the advance of year. Some other behavior patterns which were seen similarly in the lower grades increased with the advance of year, and the features of behavior become clear.(2) If we look upon “γ” behavior as a physical reaction to shame, we can say that it is not until about the second year of middle school that “γ” behavior accords with the real experience of shame; girls are quickei than boys in such an accordance of reaction and real experience.(3) Investigation of the same experimental situations by means of “constitutiontest,” and the comparison of the results of the two experiments on “γ” behavior and the rate of these accordance showed that the reaction-percentage resulted from the former research was much lower than that of the experimental test.Judging from these facts, we find that the results of the research on emotion show only a general tendency of reaction in the group and that they have no significance as to the real aspects that bring emotion.As emotion is a complex process of dynamics based on mental set, attitude and objective situation, an experimental method may play an important part in the solution of these problems.