Effects of a First‐Grade Mathematics Vocabulary Intervention: A Pilot Study for Students with Mathematics Difficulty

2021 ◽  
Author(s):  
Gena Nelson ◽  
Allyson J. Kiss
Keyword(s):  
Pilot Study ◽  
First Grade ◽  
Vocabulary Intervention ◽  
Mathematics Vocabulary ◽  
Mathematics Difficulty

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

A Pilot Study of the Effectiveness of the Handwriting Without Tears®Curriculum in First Grade

2014 ◽  
Vol 7 (3-4) ◽  
pp. 284-293 ◽  
Author(s):  
Kristi Hape ◽  
Nicole Flood ◽  
Kari McArthur ◽  
Chantel Sidara ◽  
Christina Stephens ◽  
...  
Keyword(s):  
Pilot Study ◽  
First Grade ◽  
Handwriting Without Tears

Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students

2020 ◽  
pp. 153450841989799
Author(s):  
David C. Parker ◽  
Lisa H. Stewart ◽  
Susan Thomson ◽  
Ruth A. Kaminski
Keyword(s):  
Decision Making ◽  
Pilot Study ◽  
First Grade ◽  
Data Driven ◽  
Technical Adequacy ◽  
Reliability Criterion ◽  
Reading Competence ◽  
Vocabulary Skills ◽  
Instructional Decision ◽  
Vocabulary Assessment

Vocabulary skills are important for overall reading competence, but vocabulary assessment approaches that inform instructional decision-making and are sensitive to improvement are limited. This article describes a process for developing vocabulary measures designed to facilitate data-driven decision-making for kindergarten and first-grade students who are at risk in vocabulary. A pilot study suggested the measures could be administered and scored with fidelity, and also produced promising data for indices of reliability, criterion-related validity, and sensitivity to growth, particularly for a rating-based scoring metric. Implications and considerations for developing instructionally relevant vocabulary measures are discussed.

LIA: A Mathbot Assistant for First-grade Students

2021 ◽  
Vol 6 (5) ◽  
pp. 89-93
Author(s):  
Lefteris Moussiades ◽  
George Zografos
Keyword(s):  
Pilot Study ◽  
First Grade ◽  
General Character ◽  
Closed Domain ◽  
Arithmetic Operations

Nowadays, chatbots are helpful in many areas, including education. This article presents a chatbot that aims to help first-grade students get acquainted with arithmetic operations. The architecture we propose has a general character, scalability and can build other closed-domain chatbots. The results of an initial pilot study are satisfactory and encourage us to continue the research.

Can vocabulary lessons increase the amount of complex syntax produced by head start teachers? A pilot study

2017 ◽  
Vol 33 (3) ◽  
pp. 305-319 ◽  
Author(s):  
Amanda Owen Van Horne ◽  
Maura Curran ◽  
Jessica Hall
Keyword(s):  
At Risk ◽  
Pilot Study ◽  
Head Start ◽  
Vocabulary Intervention ◽  
Complex Syntax ◽  
Preschool Classrooms ◽  
At Risk Children ◽  
Frequency Of Use ◽  
Cognitive Verbs ◽  
Simple Sentences

In this pilot study, we examine the suitability of materials for a vocabulary intervention designed to influence the amount of complex syntax teachers use in at-risk preschool classrooms. Six Head Start classrooms were assigned to one of two vocabulary interventions: a condition using cognitive verbs, which are biased toward complex syntax (e.g. pretend), or a control condition using action verbs, which are biased towards simple sentences (e.g. identify). Consistent with our hypotheses, teachers in the cognitive verb condition used higher rates of complex syntax than those in the action verb condition while our materials were in use. Teacher acceptability and use data indicate that verb characteristics affect frequency of use and perceived benefit of intervention materials. Implications for the development of interventions targeting complex syntax use in at-risk children are discussed, including factors likely to support fidelity of implementation in the classroom.

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