scholarly journals Influence of classroom acoustics on the reading speed: A case study on Italian second-graders

2018 ◽  
Vol 144 (2) ◽  
pp. EL144-EL149 ◽  
Author(s):  
Giuseppina Emma Puglisi ◽  
Andrea Prato ◽  
Tiziana Sacco ◽  
Arianna Astolfi
Keyword(s):  
Reading Speed ◽  
Second Graders ◽  
Classroom Acoustics

The organization of competition and non-competition in schools

Competition ◽  
2021 ◽  
pp. 162-175
Author(s):  
Søren Christensen ◽  
Hanne Knudsen
Keyword(s):  
Second Graders ◽  
Game Playing ◽  
Learning Paradigm ◽  
Danish School ◽  
Open Question ◽  
Intensity Of Competition

This chapter explores current ambivalences towards using competition between students as a means to intensify learning. The analysis builds on a case study from a Danish school where games are used to motivate second graders to maximize their learning. The current learning paradigm views the intensity of competition as desirable for motivational purposes. At the same time, the downsides of competition are seemingly avoided because there is no scarcity of prizes and therefore no losers. It becomes an open question whether game-playing is in fact competition or not. Individual students must therefore decide themselves whether competing is the most effective way of sustaining their learning. The analysis concludes that current ambivalences towards competition do not primarily stem from a care for cooperation and community but from a care for the individual’s maximized learning. Theoretically, the chapter introduces the notion of side-glance to understand competition as a form of observation.

scholarly journals The Effect of Expansion of Vision Span on Reading Speed: A Case Study of EFL Major Students at King Khalid University

2014 ◽  
Vol 7 (10) ◽  
Author(s):  
Basim Hamdan Ibrahim Kana’an ◽  
Salahud Din Abdul Rab ◽  
Ahlullah Siddiqui
Keyword(s):  
Reading Speed

Pre-Service Computer Teachers as 3D Educational Game Designers

2009 ◽  
pp. 331-344 ◽  
Author(s):  
Zahide Yildirim ◽  
Eylem Kilic
Keyword(s):  
Formative Evaluation ◽  
Educational Software ◽  
Educational Games ◽  
Sixth Graders ◽  
Second Graders ◽  
Educational Game ◽  
Design Development ◽  
Game Development ◽  
Teachers Perceptions

This chapter explores prospective computer teachers’ perceptions of and experiences in goal-based scenario (GBS) centered 3D educational game development process. Twenty-six pre-service computer teachers who enrolled in a Design, Development and Evaluation of Educational Software undergraduate course formed the sample of this case study, and they, in groups, developed GBS-centered 3D educational games. The data were collected through GBS evaluation checklists, interviews, and formative evaluations. The findings indicated that the pre-service teachers preferred GBS-centered educational games to traditional educational games. They declared that the most important feature of educational games was their contribution to motivation, attention, and retention. Although the majority of the groups developed their educational games in line with GBS, they had difficulty creating a realistic scenario and mission. Unlike what the literature indicates, one of the group’s formative evaluation results showed that while the second graders prefer realism, the sixth graders prefer more fantasy in the scenario.

Achieving CHPS for classroom acoustics: Project case study

2020 ◽  
Vol 148 (4) ◽  
pp. 2628-2628
Author(s):  
William Rosentel ◽  
Peter Holst
Keyword(s):  
Classroom Acoustics

scholarly journals Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation

2019 ◽  
Vol 68 (1) ◽  
pp. 86-107
Author(s):  
Joy Dangora Erickson
Keyword(s):  
Reading Intervention ◽  
Intervention Program ◽  
Qualitative Case Study ◽  
First Graders ◽  
School Experiences ◽  
Second Graders ◽  
Motivation To Read ◽  
Field Notes ◽  
Benefits And Costs

Although research indicates that motivation influences reading development and achievement, studies examining the motivation of primary-age readers are scarce and limited. Assuming school experiences play a role in shaping motivation, it is imperative that younger children’s motivation to read within the context of reading intervention programs be examined. This qualitative case study takes a step toward addressing the gap in the literature. The motivation and engagement of eight children identified as “at risk” for reading difficulties (four first graders and four second graders) specific to a pullout reading intervention program were investigated via researcher field notes and video logs, reading specialist engagement questionnaires and interviews, and participatory student interviews. Findings reveal that reports of engagement were mainly consistent with children’s preferences for doing reading in the classroom or in the intervention setting; however, children’s own perceptions were essential in understanding how the benefits and costs each associated with the intervention combined to influence motivation.

scholarly journals THE CHEMISTRY TEACHING AND THE HIGH SCHOOL STUDENT: A CASE STUDY IN THE STATE BASIC EDUCATION OF ESTEIO CITY, BRAZIL.

2019 ◽  
Vol 16 (33) ◽  
pp. 118-129
Author(s):  
V. de A. FRANCO ◽  
E. BEDIN
Keyword(s):  
High School ◽  
Basic Education ◽  
Second Graders ◽  
Third Graders ◽  
Pedagogical Practices ◽  
Exploratory Research ◽  
Pedagogical Practice ◽  
Chemistry Teaching ◽  
Teaching Process

It is the constant object of discussion and reflection in the academic environment the students' difficulties in understanding the contents and concepts of the chemistry discipline in basic education and the pedagogical practice itself develop in a contextualized way. Considering this premise, this study aimed to investigate and understand the factors that hinder the teaching process of Chemistry in the 2nd and 3rd years of high school of a state public school in Esteio / RS, emphasize the methodology adopted by the teacher the active participation of students in the classroom and their relation with chemistry teaching. For this exploratory research, a qualitative and quantitative field study was conducted through on-site observation of 15 hours/class and subsequent application of a questionnaire to students. The data, interpreted and reflected based on the observation and authors of the area, were exposed through percentage charts, considering the total of respondents (15 students in the second graders and 8 students in the third graders in high school). At the end, the results of the analysis of the answers given by the students reveal aspects that indicate that there is a great nonconformity in the teaching process of this subject and an inconsistency in the pedagogical saying and doing, corroborating the current educational system, which is not consistent with an expressive learning in chemistry teaching, deserving a deep reflection. Therefore, the new teaching methodologies, as well as philosophical and epistemological theories, emerged in recent decades, still failed to bring about changes in the old pedagogical practices.

scholarly journals THE IMPACT OF CLASSROOM ACOUSTICS ON TODDLERS’ COMMUNICATION AND ACTIVE PARTICIPATION DURING TEACHING

2020 ◽  
Vol 7 (9) ◽  
Author(s):  
Panagiotis J. Stamatis ◽  
Afrodite V. Ntouka
Keyword(s):  
Classroom Climate ◽  
Preschool Education ◽  
Active Participation ◽  
Special Issue ◽  
Classroom Acoustics ◽  
Quality Of Teaching ◽  
Data Collection Instrument ◽  
The Impact

<p>The present study aims at approaching a special issue from the field of communication literacy. Specifically, it intends to investigate the acoustics in kindergarten in regard to communication and active participation of toddlers during the teaching process. Within the theoretical framework of this study, there are approaches related to the main characteristics of classroom acoustics and their impact on toddlers’ communication, despite the lack of relevant studies on preschool education. After theoretical approaching the description of a study and its main stages follows, which are the method of the study including data collection instrument and sample. Actually, this is a case study based on a sample which consisted of toddlers and kindergarten teachers working with toddlers in municipal kindergartens. The results of the study reveal that classroom acoustics such as noise, eco, volume of teacher and/or children voice has an impact on toddlers’ communication and active participation during teaching as they strongly affect the quality of teaching and classroom climate as well.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0646/a.php" alt="Hit counter" /></p>

Alexia and Agraphia Intervention Following Traumatic Brain Injury: A Single Case Study

2019 ◽  
Vol 28 (3) ◽  
pp. 1152-1166 ◽  
Author(s):  
Karen Hux ◽  
Tana Mahrt
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Oral Reading ◽  
Reading Speed ◽  
Single Case ◽  
Substantial Improvement ◽  
Word Decoding ◽  
Sight Word

Purpose This case study documents the effectiveness of a multicomponent intervention for an adolescent with acquired alexia and agraphia following severe traumatic brain injury. Method Initial testing revealed severe central alexia and surface agraphia with concomitant anomic aphasia. Intervention components included sight word drills, modified Multiple Oral Reading (MOR) procedures, functional reading tasks, and modified Copy and Recall Treatment. Intervention spanned 2 months with sessions 5 days per week. Data collection and analysis involved monitoring sight word decoding, reading speed and decoding errors during MOR, and spelling accuracy of Copy and Recall Treatment words. Follow-up testing occurred at intervention conclusion. Results Sight word mastery for 315 words progressed from 66.35% to 100% over 5 weeks and was maintained thereafter. MOR materials progressed from Grade 1 to Grade 5. Initial reading speed was 31 words per minute with errors on 15% of words. At program completion, reading speed was 47 words per minute with 7% decoding errors despite increased difficulty of reading material. The participant demonstrated initial mastery of 15 spelling lists containing 15 words each and sustained mastery (2 additional consecutive weeks of 100% accuracy) of 8 lists. Follow-up assessment revealed improvements consistent with 3–4 grade levels but persistent impairment relative to premorbid functioning. Conclusion The multicomponent program was effective in promoting substantial improvement, although surface alexia and agraphia persisted after 2 months of treatment. The case provides an example of the type and extent of progress possible given minimal initial recovery but systematic intervention within the context of intensive postacute rehabilitation.

Teaching Reading and Writing Skills to a Teenaged Spastic Cerebral Palsied Person: A Long-Term Case Study

1978 ◽  
Vol 46 (1) ◽  
pp. 31-41 ◽  
Author(s):  
James D. Block
Keyword(s):  
Strain Gage ◽  
Reading Speed ◽  
Writing Skills ◽  
Task Orientation ◽  
Teaching Reading ◽  
Feedback Mechanisms ◽  
Reading And Writing ◽  
Time Scheduling

After a 2-mo. combined reading and writing training period followed by a 1 1/2-yr. lapse, an initially 16-yr.-old paraplegic cerebral palsied boy received 1 yr. of reading training followed by 2 3/4 yr. of writing training. Reading speed increased from 5 pages/hr. to about 40 pages/hr. Tolerance for protracted reading increased from a maximum of 15 min. to well over 2 hr. Writing progressed from the printing of letters more than 1/2 in- high with a fist grasp of the pen, to cursive writing of letters 1/8 to 1/4 in. high. Writing speed increased to about one-third of the normal rare. Training modes ranged from biofeedback methods employing EMG, electrooculogram, inertia detector, strain gage, contact detector, and amplified-image closed-circuit TV to discussions of attitudes, task orientation, and time scheduling. Intermediate were methods employing intrinsic feedback mechanisms. Results demonstrate the effectiveness of this approach, as well as trainability of this spastic boy well beyond childhood. The methods devised provide a base for further application and investigation.

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