Biofeedback-induced relaxation training as an alternative for the elementary school learning-disabled child

1982 ◽  
Vol 7 (2) ◽  
pp. 139-148 ◽  
Author(s):  
Michael M. Omizo ◽  
Robert E. Williams
Keyword(s):  
Elementary School ◽  
Relaxation Training ◽  
Learning Disabled ◽  
School Learning

Differential Effects of Four Comprehension-Facilitating Conditions on LD and Normal Elementary-School Readers

1982 ◽  
Vol 5 (2) ◽  
pp. 106-116 ◽  
Author(s):  
Susanna W. Pflaum ◽  
Ernest T. Pascarella ◽  
Carol Auer ◽  
Linda Augustyn ◽  
Mary Boswick
Keyword(s):  
Elementary School ◽  
Prior Knowledge ◽  
Word Identification ◽  
Learning Disabled ◽  
Average Effect ◽  
Normal Children ◽  
Normally Achieving ◽  
School Learning ◽  
Micro Level ◽  
Facilitating Conditions

Ninety-nine elementary-school learning disabled and normal children were assigned to one of four comprehension-facilitating conditions (word identification and meaning aids, sentence aids, purpose-setting aids, and prior-knowledge aids) to determine their effects on comprehension. Controlling for age, intelligence, prior reading achievement, and pretest comprehension levels, sentence aids were found to be significantly more effective than prior knowledge for both learning disabled and similarly achieving, but younger readers. Moreover, for the same two groups of subjects the average effect of words and sentences (micro-level aids) was significantly higher than the average effect of purpose setting and prior knowledge (macro-level aids). No significant differences were found among the four types of comprehension facilitators for normally achieving readers who were the same age as the learning disabled group.

Relative Effects of Two Previewing Procedures on LD Adolescents' Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 39-44 ◽  
Author(s):  
Terry L. Rose ◽  
Lee Sherry
Keyword(s):  
Junior High School ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Students ◽  
Alternating Treatments Design ◽  
Assigned Reading ◽  
Instructional Procedures ◽  
Student Reading ◽  
School Learning

An alternating-treatments design was used to investigate the relative effects of two oral reading previewing procedures: (a) silent: the student reads silently the assigned reading passage prior to reading it aloud, and (b) listening: the teacher reads the assigned selection aloud with the student following along silently prior to the student reading the passage aloud. Five junior-high school learning disabled students, four boys and one girl, participated in the study. In four of five cases results showed that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. The findings are discussed in terms of their implications for research and instructional procedures, especially as these relate to adolescent learners.

scholarly journals Pengelolaan Supervisi Akademik Pengawas Sekolah di Sekolah Dasar Negeri Ngadirejan Kecamatan Pringkuku Kabupaten Pacitan

2015 ◽  
Vol 26 (1) ◽  
pp. 77-82
Author(s):  
Wiyono Wiyono
Keyword(s):  
Elementary School ◽  
Learning Activities ◽  
School Superintendent ◽  
School Teaching ◽  
The Status ◽  
Collection Data ◽  
Negative Perceptions ◽  
School Learning ◽  
Three Stages ◽  
Using Data

The objectives of this study are (1) to describe the implementation of the regulatory supervision of the elementary school learning activities, and (2) to describe the implications of the implementation of the regulatory supervision of the elementary school learning activities. The place of research in SDN  Ngadirejan Pringkuku Pacitan. Collecting data using observations, interviews and documentation. Analysis using data collection, data reduction, data presentation and conclusion. The results showed that: (1) Implementation of the regulatory supervision of teaching in schools on SDN Ngadirejan are in three stages, the school superintendent supervision is based on collaboration with the principal; Problems faced by the school supervisor is supervising the status of rank, seniority and friendship.  (2) The implications of the effectiveness of the regulatory supervision of school on school teaching are the level of preparedness of the schools, the school is very positive perception that supervisors provide assistance, guidance, direction and experience of the teacher towards professionalism and very few negative perceptions, success are achieved after supervision is the existence of physical development for the better.

scholarly journals DOES ELEMENTARY SCHOOL TEACHER’S PERFORMANCE MATTER?

2021 ◽  
Vol 40 (1) ◽  
pp. 242-252
Author(s):  
Muhamad Afandi ◽  
Sri Wahyuningsih ◽  
Linda Ika Mayasari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Structural Equation ◽  
Teaching Experience ◽  
Holistic Education ◽  
Public Elementary Schools ◽  
Confirmatory Factor ◽  
School Learning ◽  
And Gender

The performance of teachers in realizing holistic education can be observed from how the teachers prepare, implement, and evaluate the learning process or their pedagogic knowledge. This study aims to examine the teachers’ ability to plan, implement and evaluate to assess their performance in the elementary school learning process based on tenure and gender. This research is a quantitative study with direct observation, which was conducted on 162 elementary school teachers from 30 public elementary schools in Semarang, Indonesia. Data were collected using assessment sheets. The observer was the principal which belonged to the same school as the respondent. The data were then validated using Pearson's correlation based on group tenure and gender. The instrument was analyzed using structural equation modelling (SEM) and showed that the imposition of the confirmatory factor analysis (CFA) was achieved more than a critical value of .50 which meant that the construct was valid and reliable. The understanding on teachers’ performance was indicated by teachers’ activities in preparing their class. This study found that there was no significant correlation between teachers’ performance and teaching experience or that and gender.

Effects of two Error-Correction Procedures on Oral Reading

1982 ◽  
Vol 5 (2) ◽  
pp. 100-105 ◽  
Author(s):  
Terry L. Rose ◽  
Elizabeth McEntire ◽  
Carol Dowdy
Keyword(s):  
Error Correction ◽  
Oral Reading ◽  
Reading Skills ◽  
Relative Effectiveness ◽  
Learning Disabled ◽  
Reading Performance ◽  
Alternating Treatments Design ◽  
Systematic Correction ◽  
School Learning ◽  
Error Correction Procedures

An alternating-treatments design was used to investigate the relative effectiveness of two error-correction procedures, word supply and phonic analysis, on the oral reading performance of five elementary-school learning disabled students, four boys and one girl. All subjects had deficient oral reading skills. Results indicated that (a) increased oral reading rates were related to systematic correction procedures, and (b) the word-supply procedure was relatively superior to the phonic analysis method. Possible reasons for these findings are discussed, as are suggestions for future investigations and implications for instruction.

scholarly journals Self-Regulated Learning and Academic Procrastination as Predictors of Smartphone Addiction among Second Year-Middle School Learning Disabled Students

2020 ◽  
Vol 9 (26) ◽  
pp. 236-243
Author(s):  
Mourad Ali Eissa Saad
Keyword(s):  
Middle School ◽  
Negative Impact ◽  
Learning Disabled ◽  
Smartphone Addiction ◽  
Academic Procrastination ◽  
Disabled Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
School Learning ◽  
Second Year

This study aimed to investigate the combined effects of Self-Regulated Learning (SRL) and Academic Procrastination (AP) on Smartphone Addiction (SA). It also aimed at investigating the relative contribution of SRL and academic procrastination to SA among second year- middle school learning disabled students. Moreover, it sought to explore if there were correlations between and among SRL and AP on SA. Quantitative survey research was employed. 68 students from the four schools were selected. The results revealed that there were correlations between and among SRL, AP and SA. Both SRL and AP contributed to the prediction of SA. AP is a more potential predictor than SRL. The results raise our awareness of the negative impact of SA upon students as students who are supposed to be of no risk for SA could use high SRL strategies. Additionally, students who are used to using smartphone excessively are rarely able to attain high academic achievement, and may delay doing their assigned homework.

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