scholarly journals RESULTS OF COGNITIVE AND NON-COGNITIVE RESEARCH OF FIRST-GRADERS IN ALMATY

2020 ◽  
Vol 73 (3) ◽  
pp. 318-322
Author(s):  
S. Abisheva ◽  
◽  
A. Ongarbaevа ◽  
S. Serikova ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Reading Skills ◽  
First Graders ◽  
Vocabulary Knowledge ◽  
Tabular Form ◽  
The Third ◽  
Written Information ◽  
Cognitive Research ◽  
New Knowledge ◽  
Text Reading

Reading is a way of translating and mastering socio-cultural information embodied in a certain cultural text. The authors note that the purpose of reading is to obtain and process written information. At the beginning of the third Millennium, more and more people are talking about the third revolution in reading, associated with the digitization of text and the arrival of hypertext. Primary school is a special stage in a child's life. It is associated with the formation of the basics of the student's ability to learn and the ability to organize their activities. It is reading skills that will provide a younger student with the opportunity to independently acquire new knowledge, and in the future will create a basis for self-education. Therefore, the authors focus on the "Vocabulary" Block, which contains 16 tasks aimed at evaluating the vocabulary of a (mostly passive) child. Clearly shown in tabular form are the following data: Vocabulary, knowledge of letters, Mechanical reading of text, reading and understanding of text.

The New Japanese Electoral Law

1926 ◽  
Vol 20 (2) ◽  
pp. 392-395
Author(s):  
Harold S. Quigley
Keyword(s):  
Primary School ◽  
House Of Representatives ◽  
General Election ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Third ◽  
Government Contractors ◽  
The Law ◽  
Electoral Law

A new statute for the election of members of the House of Representatives was promulgated in Japan on May 5, 1925, and will be applicable in the next general election. It is Japan's fourth electoral law, the previous ones having been promulgated in 1889, 1900, and 1919, respectively. All three of the earlier laws based the suffrage upon a tax-paying qualification, the first requiring voters to pay fifteen yen in direct national taxes, the second reducing the required tax to a minimum of ten yen, the third decreasing it still further to three yen. The present law abolishes the tax-paying qualification and provides that all males twenty-five years of age and over, who are not otherwise disqualified, and who do not receive “public or private relief or help for a living, on account of poverty,” shall be entitled to exercise the suffrage. In addition to paupers and vagabonds, there continue to be excluded from the franchise active members of the army and navy, certain classes of civilian officials, women, and the heads of noble houses. Priests, religious teachers, primary school teachers, government contractors, and certain classes of students hitherto unenfranchised now gain the suffrage and may become candidates for election. Under the law of 1889 the franchise was exercisable by 450,000 men, and under that of 1900 by 983,000; the act of 1919 increased the electorate to 2,860,000; while the present law raises it to an estimated total of 12,000,000.

Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου

2014 ◽  
Author(s):  
Σοφία Παπαϊωάννου
Keyword(s):  
Reading Comprehension ◽  
Cognitive Abilities ◽  
Reading Skills ◽  
Short Term Memory ◽  
Vocabulary Knowledge ◽  
School Students ◽  
Cognitive Approach ◽  
Academic Difficulties ◽  
Close Link ◽  
Development Of Language

Development of Cognitive and Academic Abilities in Greek Elementary School Students The development of language and reading skills is closely linked to the maturation ofcognitive abilities. This study focuses on Attention and Executive skills (EFs) and theirconnection with the development of language and reading skills among elementary schoolstudents, with emphasis on reading comprehension. In the context of two studies weexamined: the effect of Attention and EFs on Reading Comprehension controlling for printrelatedskills, the direct and indirect effects of attention, the factors that may moderate theseeffects of cognitive abilities on Reading Comprehension, and the cognitive and academicperformance of children demonstrating teacher-rated ADHD-related symptoms. A battery of tests assessing Sustained Attention, Short-term Memory (STM), EFs, andacademic skills was administered to a representative sample of, largely untreated, Greekelementary school students (N= 597 and N=923, respectively). Attention and EFs contributedsignificant additional variance to the prediction of Reading Comprehension after controllingfor efficiency, accuracy, morphosyntactic and vocabulary knowledge. Attention-relatedabilities contributed to Reading Comprehension indirectly through EFs. The only factor thatmoderated the effects of EFs on Reading Comprehension was Reading Efficiency. Significantdeficits in EFs and STM were restricted to the groups of students displaying inattentionsymptoms. Results demonstrated a close link between EFs, other than inhibition and set-shifting,everyday symptoms of inattention, and achievement in math and word-level reading skills.Reduced performance on EF measures was identified as the most important factor thatdistinguished between students with pervasive academic difficulties and their typicallyachieving peers, regardless of the presence of inattention symptoms. Considering the crosssectionalnature of the present study, our results provide some support to the hypothesis that EF deficits are causally related to developmental academic difficulties, and may set a firmbasis for implementing a cognitive approach to the management of students with ReadingComprehension difficulties and severe inattention symptoms.

Media Words Card to Improve Reading Skills at the beginning of the First Grade Students in Primary School

2021 ◽  
Vol 5 (2) ◽  
pp. 531-537
Author(s):  
Agusalim Agusalim ◽  
Suryanti Suryanti ◽  
Irwan Irwan
Keyword(s):  
Primary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Reading Skills ◽  
Mastery Learning ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Beginning Reading ◽  
Average Value ◽  
Class Room

This study aims to find the use of word cards to improve reading skills at the beginning by using the action class room method. Based on the results of research conducted in 2 cycles. In cycle I showed that through the Use of Word Card Media in Beginning Reading the average value of student learning outcomes obtained was 68.84 and mastery learning reached 53.85% or there were 14 students out of 27 students who had finished learning. These results indicate that in the first cycle the criteria for student learning are not yet completed, because students who score> 65 are only 68.84% smaller than the desired completeness percentage of 85%, and (2) Furthermore, the results of the study cycle II shows through the Use of Word Card Media in Reading the Beginning obtained the average value of student learning outcomes is 76.92 and mastery learning reaches 88.46% or there are 23 students out of 26 students have finished learning. These results indicate that in the second cycle classically students have finished learning, because students who score> 65 are 92.30% greater than the desired completeness percentage of 85%.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

scholarly journals Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension

2018 ◽  
Vol 46 (2) ◽  
pp. 265-291 ◽  
Author(s):  
Annina K. HESSEL ◽  
Victoria A. MURPHY
Keyword(s):  
Reading Comprehension ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Low Frequency ◽  
Vocabulary Knowledge ◽  
Reasoning Task ◽  
Metaphor Comprehension ◽  
Younger Age ◽  
Years Of Schooling

AbstractWe explored the vocabulary and metaphor comprehension of learners of English as an additional language (EAL) in the first two years of UK primary school. EAL vocabulary knowledge is believed to be a crucial predictor of (reading) comprehension and educational attainment (Murphy, 2018). The vocabulary of five- to seven-year-old children with EAL was compared to that of English monolinguals (N = 80). Comprehension was assessed for both verbal (e.g., time flies) and nominal metaphors (be on cloud nine) of varying frequency. Results showed that children in year 2 (age six to seven years) had better comprehension than their younger (age five to six) peers, particularly for low-frequency metaphors. Children with EAL had weaker metaphor comprehension than their monolingual peers, particularly on a reasoning task. The results document how metaphor comprehension develops over the first critical years of schooling and indicates where learners with EAL differ from monolingual peers, thereby supporting targeted vocabulary teaching at primary schools.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals Teaching Design of English Picture Book for Primary Schools Based on Performance Culture Teaching Method-Taking the Story Time in Unit 1 of the Third Grade of the PEP Version as an Example

2021 ◽  
Vol 17 (4) ◽  
pp. 203
Author(s):  
Yuan Dandan
Keyword(s):  
Primary School ◽  
Picture Book ◽  
Teaching Method ◽  
Target Language ◽  
Third Grade ◽  
English Teaching ◽  
Performance Culture ◽  
The Third ◽  
Teaching Design ◽  
Culture Teaching

<p>The performance culture teaching method was first proposed by the American Sinologist Wu Weike. It is a teaching method to learn a second language through the comprehension and practice of the target language. It focuses on culture and practice. The learner presents the story in a rehearsal manner in the context of the target language culture. Picture book teaching is a popular teaching method for primary school English teachers at this stage. Its novel feature of moving from outside class to classroom makes it an indispensable teaching method in primary school English teaching. This article takes the PEP version of the third grade English textbook as an example for teaching design and integrates the performance culture teaching method with the picture book teaching in the primary school English classroom teaching. The focus of research in teaching design is teaching implementation, that is, the application of performance methods in primary school English classrooms. This teaching design combines picture book teaching and performance culture teaching methods to promote primary school English teaching.</p>

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