scholarly journals Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics

2017 ◽  
Vol 2017 ◽  
pp. 1-10
Author(s):  
Amber J. Godwin ◽  
Mary Margaret Capraro ◽  
William H. Rupley ◽  
Robert M. Capraro
Keyword(s):  
Academic Achievement ◽  
Vocabulary Acquisition ◽  
Mathematics Interventions ◽  
Communication Development ◽  
Early Communication ◽  
Mathematics Vocabulary ◽  
And Mathematics ◽  
Reading And Mathematics

The purpose of this study is to determine what previous studies have found to be factors that contribute to a child’s initial communication development and previously identified effects of reading mathematics storybooks to toddlers or preschoolers. Therefore, it follows that the earlier a preschooler is exposed to mathematics vocabulary, the easier mathematics vocabulary acquisition and understanding can be for that child, which can result in an increase in future academic achievement. This metasynthesis was conducted to gather information on the effects that interactive relationships with caregivers have on a child’s ability to communicate and then how symbiotic reading and mathematics interventions can affect a child’s ability to think and communicate mathematically. According to the data analyzed for this metasynthesis, caregivers’ language relationships help facilitate a child’s early communication development and reading and mathematics symbiotic instruction can lead to developing a child’s ability to think and communicate mathematically.

Relations for Children in Grades 2, 3, and 4 between Balance Skills and Academic Achievement

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1296-1298 ◽  
Author(s):  
Tom Rizzuto ◽  
Diane Knight
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
Primary Grades ◽  
Achievement Scores ◽  
Multivariate Analysis Of Variance ◽  
The Mean ◽  
And Mathematics ◽  
Age Range ◽  
Reading And Mathematics

A one-way multivariate analysis of variance of the responses of 122 students enrolled in primary Grades 2, 3, and 4, with an age range of 7 to 11 years, yielded significant differences in the mean reading and mathematics academic achievement scores associated with six balance skills.

Adolescent Changes in Aerobic Fitness Are Related to Changes in Academic Achievement

2018 ◽  
Vol 30 (1) ◽  
pp. 106-114 ◽  
Author(s):  
Lauren B. Raine ◽  
John R. Biggan ◽  
Carol L. Baym ◽  
Brian J. Saliba ◽  
Neal J. Cohen ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Aerobic Fitness ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Educational Systems ◽  
Cross Sectional ◽  
Illinois Standards Achievement Test ◽  
And Mathematics ◽  
Prospective Longitudinal ◽  
Reading And Mathematics

There is a growing trend of decreasing physical fitness among adolescents, which may result not only in poorer physical health, but also in poorer academic achievement. Purpose: The purpose of this study was to investigate the changes in aerobic fitness and academic achievement in reading and mathematics during middle school. Methods: This study employed a prospective, longitudinal cross-sectional design. Fifty-two adolescents were followed from sixth grade through eighth grade. In the spring, sixth-, seventh-, and eighth-grade students completed Progressive Aerobic Cardiovascular Endurance Run tests measuring aerobic fitness. In addition, students also completed Illinois Standards Achievement Test academic achievement tests in reading and mathematics. Results: Changes in aerobic fitness between sixth and eighth grade were positively related to changes in academic achievement in both reading and mathematics between sixth and eighth grade. Conclusion: These data suggest that changes in aerobic fitness may modulate changes in academic achievement. These findings highlight the importance of physical activity and have broad relevance for educational systems and policies.

scholarly journals Single-sex classes in a Queensland primary school: An evaluation of outcomes

2002 ◽  
Vol 19 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Linda Gilmore ◽  
Wendy Patton ◽  
Andrea McCrindle ◽  
Lee Callum
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Secondary Students ◽  
The Other ◽  
Primary Level ◽  
Single Sex ◽  
Behavioural Engagement ◽  
And Mathematics ◽  
Number Facts ◽  
Reading And Mathematics

AbstractAlthough numerous studies have considered the benefits of single-sex schooling for secondary students, the results have open been inconclusive or inconsistent. Very few studies have considered the effects of single-sex schooling at the primary level. This paper reports a trial of single-sex Year 7 classes at a Queensland primary school. Measures of academic achievement (number facts, spelling, reading, and mathematics) and teachers’ reports of children’s classroom involvement and motivation were obtained prior to the formation of classes and again at the end of the trial year. Results showed that boys in the single-sex class, who initially displayed lower academic results than all other groups, made significant gains in spelling, reading, and mathematics. There were significant differences in children’s emotional and behavioural engagement across the trial year, with girls in the mixed-sex class demonstrating reduced scores on these measures compared to children in the other classes.

Monterey Learning Systems: Improving Academic Achievement of Visually Impaired Learners

1977 ◽  
Vol 71 (7) ◽  
pp. 298-301
Author(s):  
Kathryn M. Daugherty
Keyword(s):  
Academic Achievement ◽  
Visually Impaired ◽  
Academic Skills ◽  
Learning Systems ◽  
And Mathematics ◽  
Reading Decoding ◽  
Reading And Mathematics

The Monterey Learning Systems Reading and Mathematics Programs are highly individualized, effective educational approaches to improving the academic skills of visually impaired learners. In a five-month program of instruction, the average student's reading, decoding, and mathematical computational skills were significantly increased. The program included a diagnostic component and a strict element of accountability.

The association between physical fitness and mathematics scores in elementary schools in Indonesia

2020 ◽  
Vol 42 (3) ◽  
pp. 70-77
Author(s):  
Dinar Dinangsit ◽  
Tatang Muhtar ◽  
Yogi Akin
Keyword(s):  
Academic Achievement ◽  
Physical Education ◽  
Physical Fitness ◽  
School Curriculum ◽  
Current Approach ◽  
Physical Fitness Test ◽  
Major Barrier ◽  
Mathematics Scores ◽  
Test Items ◽  
And Mathematics

A continual pressure within the educational system in Indonesia to focus on high levels of academic achievement is a major barrier to implementing an effective physical education curriculum in Indonesia. The conflict between the implementation of a movement based approach (MBA) and a sport based approach (SBA) presents another continuing problem. The current approach leads more to an orientation towards the acquisition of sport skills rather than the attainment of objectives of cognitive development. This study is aimed to reveal the association between the physical fitness and academic achievement of children in Sumedang, West Java. Four physical fitness test items and a specially constructed mathematics test were administered to 265 children from grades four and five. The ability of performance on the physical fitness tests to predict performance in mathematics was calculated by linear multipleregression analysis. The findings revealed that there was a significant association, although low, between the physical fitness components and mathematics achievement. Sit ups and squat jumps showed low partial correlations and the relationships for push ups and the 400 metre run were negative Limitations in the ability of the children to perform the tests were suggested as an explanation for the mixed results. It was argued that this weakness served to emphasise the importance of giving greater priority to physical education and the quality of its teaching within the school curriculum.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

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