Learning ability and intelligence as cognitive predictors of achievement in first-grade black children.

1974 ◽  
Vol 66 (6) ◽  
pp. 948-955 ◽  
Author(s):  
Trevor E Sewell ◽  
Roger A. Severson
Keyword(s):  
First Grade ◽  
Black Children ◽  
Learning Ability ◽  
Cognitive Predictors

scholarly journals Analysis of The Application of Learning Theory of J.B. Bruner in a Counseling Study Counting Operation to Add Whole Numbers

2021 ◽  
Vol 4 (1) ◽  
pp. 109
Author(s):  
Ejen Jenal Mutaqin ◽  
Neni Nadiroti Muslihah ◽  
Nizar Alam Hamdani ◽  
Sri Dewi Febriani Sasty
Keyword(s):  
Elementary School ◽  
Learning Theory ◽  
First Grade ◽  
Learning Ability ◽  
Learning Theories ◽  
Good Effect ◽  
Whole Numbers ◽  
Qualitative Descriptive ◽  
The Individual ◽  
Learning Concept

<p><em>This study was a qualitative descriptive study design which aims to find out the analysis results of the implementation of Jerome S. Bruner's learning theory in learning concept of addition count operations of whole numbers in the first grade of elementary school. Jerome S. Bruner's learning theory is one of the learning theories that emphasizes the learning process using mental, namely the individual who learns to experience what he is learning for himself, so that the process can be recorded in his mind by his own way. The stages of Bruner's learning theory are: (1) the enactive stage, (2) the iconic stage, and (3) the symbolic stage. Data collection techniques in this study used student worksheets, observation, interviews and documentation. Based on the results of the study, it can be concluded that the process of applying Jerome S. Bruner's learning theory can have a good effect and increase students' understanding and learning ability in learning addition count operations of whole numbers in the first grade of 1 Mekarsari Elementary School.</em></p>

scholarly journals Hypercorrection and grammar change

1976 ◽  
Vol 5 (1) ◽  
pp. 105-107 ◽  
Author(s):  
Carol W. Pfaff
Keyword(s):  
First Grade ◽  
Black Children ◽  
Black English ◽  
Linguistic Variables ◽  
Middle Income ◽  
Verb Forms ◽  
Third Person ◽  
Main Verb ◽  
Answering Questions ◽  
Low And Middle Income

Pfaff (1973, 1975) reports on 81 low- and middle-income first-grade Black children who produced multiple instances of linguistic variables by answering questions about a set of pictures and telling the story of Goldilocks and the three bears. No models were given of the linguistic variables under investigation, which included a number of third person singular present-tense verb forms: -s inflection of regular verbs, auxiliary and main verb be, auxiliary and main verb have, auxiliary do and possessive marking on nouns. Standard marking of all of these linguistic variables has been shown by previous studies of free conversation to be variably lacking in Black English (Labov, Cohen, Robins & Lewis 1968; Fasold 1972).

scholarly journals Penerapan Model Direct Learning untuk Meningkatkan Kemampuan Mengenal Bilangan Siswa Kelas I SD Negeri 2 Tomohon

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Grace Juliana Imbang
Keyword(s):  
Data Retrieval ◽  
First Grade ◽  
Learning Model ◽  
Class Action ◽  
Learning Ability ◽  
Test Results ◽  
Learning Models ◽  
The Subject ◽  
Direct Learning ◽  
Value Of Learning

This study aims to improve the ability to recognize numbers through direct learning learning models by playing using number cards in grade I children of SD Negeri 2 Tomohon. This research is a class action research conducted collaboratively. The subject of the research was the first grade students of SD Negeri 2 Tomohon and the design used was the direct learning model. Data retrieval is done by using the test results of learning to sort and match numbers, and observations. The results showed that the direct learning model by playing using number cards can improve the ability to recognize numbers for grade I students of SD Negeri 2 Tomohon. This is indicated by an increase in the value of learning outcomes tests to recognize numbers. The increase that occurred from the test before the action and the first cycle was 50%, and the test after the second cycle was 90%. Based on the results of observations, children can conduct initial activities in the form of grouping number cards based on the color of the number cards and repetition of materials to make a sequence of numbers. The child can do the activity of sorting numbers and matching lots of cards with the symbol of numbers in accordance with what is exemplified by the teacher. In the second cycle the child's ability to recognize numbers has increased as indicated by the child's ability to make sequences of numbers better, that is, can make sequences of numbers without help from the teacher. The use of direct learning models by playing using number cards, in learning to recognize numbers done individually. Learning activities are divided into two, namely making a sequence of numbers using number cards by arranging the number of cards based on the order of numbers and pairing many cards with a symbol of numbers corresponding to how to attach a number card on the board in accordance with the symbol of the numbers listed on the board Keywords: Direct, Learning, Ability to Know Numbers.

Intelligence and achievement in first-grade black children.

1975 ◽  
Vol 43 (1) ◽  
pp. 112-112 ◽  
Author(s):  
Trevor E. Sewell ◽  
Roger A. Severson
Keyword(s):  
First Grade ◽  
Black Children

scholarly journals Cognitive Predictors of Word and Pseudoword Reading in Spanish First-Grade Children

2016 ◽  
Vol 7 ◽  
Author(s):  
María J. González-Valenzuela ◽  
Félix Díaz-Giráldez ◽  
María D. López-Montiel
Keyword(s):  
First Grade ◽  
Cognitive Predictors ◽  
Pseudoword Reading ◽  
Reading In Spanish

Cognitive predictors of child second language comprehension and syntactic learning

2019 ◽  
Author(s):  
Diana Pili-Moss
Keyword(s):  
Cognitive Abilities ◽  
Sentence Comprehension ◽  
Procedural Learning ◽  
Learning Ability ◽  
Long Term Memory ◽  
Learning Abilities ◽  
Cognitive Predictors ◽  
Grammaticality Judgment ◽  
Declarative Learning

The present article examines the role of child cognitive abilities for implicit/procedural and declarative learning in the earliest stages of L2 exposure. Fifty-three L1 Italian monolingual children were aurally trained in a novel miniature language over three consecutive days in the context of a computerized game paradigm previously deployed in adult studies investigating relationships between L2 outcomes and long-term memory. A mixed effects model of the relationship between cognitive predictors and outcomes in morphosyntax (measured via a grammaticality judgment test) revealed that, unlike what previously observed in adults with comparable language exposure, procedural learning ability was a significant predictor of learning of word order. By contrast, declarative learning abilities predicted accuracy in sentence comprehension during the gaming task, although the model evidenced that an increasing role of procedural learning ability as practice progressed, as well as a negative interaction between declarative and procedural learning abilities, were also significant factors.

First-Grade Cognitive Predictors of Writing Disabilities in Grades 2 Through 4 Elementary School Students

2017 ◽  
Vol 51 (4) ◽  
pp. 351-362 ◽  
Author(s):  
Lara-Jeane Costa ◽  
Melissa Green ◽  
John Sideris ◽  
Stephen R. Hooper
Keyword(s):  
At Risk ◽  
Latent Trait ◽  
First Grade ◽  
Individual Measurement ◽  
Cognitive Predictors ◽  
Measurement Models ◽  
Writing Disabilities ◽  
Latent Trait Model ◽  
Trait Model ◽  
The Individual

The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at risk (bottom quartile for age-base expectations) and 54 typically developing. A model with individual predictors was compared to a previously developed latent trait model to determine the relative predictive worth of each approach. Data analysis primarily involved stepwise logistic regression. Results revealed that the individual measures of orthographic choice, working memory, inhibitory control, visual memory recognition, and planning all were significant predictors of at risk status in Grades 2 through 4. The latent trait model also fared well but did not account for the same amount of variance as any of the individual measurement models for any of the grades. The findings lay the foundation for an empirically based approach to cognitive assessment in Grade 1 for identifying potential at-risk students in later elementary grades and suggest potential underlying neurocognitive abilities that could be employed with educational interventions for students with later-emerging writing disabilities.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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