Visual-Memory Training in First Grade: Effects on Visual Discrimination and Reading Ability

1974 ◽  
Vol 75 (1) ◽  
pp. 50-54 ◽  
Author(s):  
Nancy G. Whisler
Keyword(s):  
Visual Discrimination ◽  
Visual Memory ◽  
Reading Ability ◽  
First Grade ◽  
Memory Training

Relationship of Visual and Auditory Short-Term Memory to Later Reading Achievement

1980 ◽  
Vol 51 (1) ◽  
pp. 15-18 ◽  
Author(s):  
Robert J. Ashmore ◽  
Robert T. Snyder
Keyword(s):  
Reading Achievement ◽  
Visual Memory ◽  
Reading Ability ◽  
Short Term Memory ◽  
Digit Span ◽  
First Grade ◽  
Short Term ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Bender Gestalt Test

This paper presents evidence that the Snyder/Pope Visual Memory Technique utilizing the Bender-Gestalt Test is a useful predictor of reading ability for first grade children. Subjects were administered the Bender Visual Memory Technique, the Bender-Gestalt Test, and the Digit Span subtest of the WISC-R at the beginning of first grade. The same children were administered the Reading subtest of the Wide Range Achievement Test at the end of first grade. Category scores of the Visual Memory Technique were correlated with the reading achievement results. One category, Rcc (an error-free recall of an error-free original drawing), correlated significantly with later reading ability ( r = .43, p = .01). The Digit Span and reading achievement relationship was not found to be significant. Short-term visual recall is probably highly related to the reading task at Grade 1 and should be assessed when children begin to learn to read. Diagnosticians are encouraged to use the technique with attention to the precision category, Recall correct from correct.

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.

UPAYA MENINGKATKAN KEMAMPUAN MEMBACA MELALUI METODE SCRAMBLE PADA PESERTA DIDIK KELAS I SD NEGERI 002 BENTENG KECAMATAN SUNGAI BATANG

2017 ◽  
Vol 6 (2) ◽  
pp. 409
Author(s):  
Reni Marlina
Keyword(s):  
Cooperative Learning ◽  
Initial Data ◽  
Learning Outcomes ◽  
Reading Ability ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Female Students ◽  
Male Students ◽  
Average Analysis ◽  
Before And After

This study aims to improve students' reading ability through the first grade scramble students of SD Negeri 002 Benteng, Kecamatan Sungai Batang, which are 28 students with 11 male students and 17 female students with heterogeneous ability. This study is based on the low ability of students' learning outcomes and lack of awareness of teachers to implement an effective, innovative, and cooperative learning. The study was conducted from September 3, 2016 to October 8, 2016. This study is a classroom action research (PTK) consisting of two cycles. Minimum completeness criteria (KKM) and average analysis are used to determine whether or not improvement of student learning outcomes before and after using the scramble learning model. The results of this study indicate that the number of students who reach KKM in the initial data is only 10 people (36%), cycle I is 16 people (57%), and the second cycle is 25 people (89%). The average student score at baseline was 68.4; cycle I increased to 75,9; in the second cycle increased again to 83,6. Based on the results of this study it can be concluded that the model of learning scramble can improve reading ability in Indonesian language students class I of SD Negeri 002 Benteng, Kecamatan Sungai Batang.

scholarly journals Smell-Based Memory Training: Evidence of Olfactory Learning and Transfer to the Visual Domain

2020 ◽  
Vol 45 (7) ◽  
pp. 593-600
Author(s):  
Jonas K Olofsson ◽  
Ingrid Ekström ◽  
Joanna Lindström ◽  
Elmeri Syrjänen ◽  
Anna Stigsdotter-Neely ◽  
...  
Keyword(s):  
Visual Memory ◽  
Difficulty Level ◽  
Memory Training ◽  
High Performing ◽  
Sense Of Smell ◽  
Visual Spatial ◽  
Visual Tasks ◽  
High Level ◽  
Visual Domain ◽  
Olfactory Training

Abstract Human and non-human animal research converge to suggest that the sense of smell, olfaction, has a high level of plasticity and is intimately associated with visual-spatial orientation and memory encoding networks. We investigated whether olfactory memory (OM) training would lead to transfer to an untrained visual memory (VM) task, as well as untrained olfactory tasks. We devised a memory intervention to compare transfer effects generated by olfactory and non-olfactory (visual) memory training. Adult participants were randomly assigned to daily memory training for about 40 days with either olfactory or visual tasks that had a similar difficulty level. Results showed that while visual training did not produce transfer to the OM task, olfactory training produced transfer to the untrained VM task. Olfactory training also improved participants’ performance on odor discrimination and naming tasks, such that they reached the same performance level as a high-performing group of wine professionals. Our results indicate that the olfactory system is highly responsive to training, and we speculate that the sense of smell may facilitate transfer of learning to other sensory domains. Further research is however needed in order to replicate and extend our findings.

Predicting Reading Ability in First Grade Children

1972 ◽  
Vol 34 (2) ◽  
pp. 447-450 ◽  
Author(s):  
Lawrence C. Hartlage ◽  
David G. Lucas
Keyword(s):  
Reading Disability ◽  
Screening Test ◽  
Reading Ability ◽  
First Grade ◽  
Screening Procedure ◽  
Objective Measures ◽  
Early Measurement

A screening test for early measurement of various aspects of reading ability was developed, utilizing findings from a number of previous researchers. The test was administered to two first grade classes ( n = 44), and correlated at significant levels with both teacher estimates and objective measures of reading ability. Findings suggest that a group-screening procedure may be effective in predicting reading disability and may further help identify the child's areas of weakness and so point to appropriate remedial procedures.

Sign in / Sign up

Export Citation Format

Share Document