scholarly journals Results of an Environmental Scan to Determine the Level of Uncorrected Refractive Error in First Nations Elementary School Children in Ontario

2017 ◽  
Vol 79 (1) ◽  
pp. 13
Author(s):  
A. Paul Chris ◽  
Nancy L. Young ◽  
Kayla Belanger ◽  
Lyndsay Greasley
Keyword(s):  
Elementary School ◽  
First Nations ◽  
School Children ◽  
Refractive Error ◽  
Elementary School Children ◽  
Remote Communities ◽  
Care Services ◽  
Survey Results ◽  
Eye Exams ◽  
Uncorrected Refractive Error

A survey was developed and used to determine the level and quality of vision care services available to First Nations elementary school children across Ontario, and to indirectly determine the level of uncorrected refractive error in First Nations children. Overall, the total survey results showed that 1 child in 4 wore glasses. The results from the survey indicated that remote communities that had a visiting optometrist were more likely to have fewer cases of uncorrected refractive error than non-remote communities. The results suggest that in-community comprehensive eye exams delivered on a regular basis by visiting optometrists would be the most effective way of improving the vision and eye health status of First Nations children.

scholarly journals Impact of Social Media on Basic School Children’s Language Achievement

2020 ◽  
Vol 9 (2) ◽  
pp. 140-146
Author(s):  
Hidayat Nur Septiadi ◽  
Khairul Utomo ◽  
Fakhri Fakhrur Rozy ◽  
Arfian Arrosid Nurd ◽  
Alfa Rosyid Abdullah
Keyword(s):  
Social Media ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Western Culture ◽  
Language Achievement ◽  
Language Transformation ◽  
Survey Results ◽  
The Media ◽  
The Impact

The development of technology is increasingly rapid, teenagers are very active in using it from various sides of good and even technological workers. Part of the technology that is quite a lot of users is social media, a variety of the most widely used media such as YouTube, Instagram, Facebook, and chat applications. Plus the number of users of each social media is increasing every day. Like technology, language will also develop rapidly, language transformation will continue to move, but there are some things that need to be considered that language must also get guidance to stay good and not shift the originality of the language itself. The survey results of researchers, on some social media such as youtube and instagram, the average video maker on social media is people who follow western culture, city people, slang and even use contemporary alay language. Next too, most elementary school children use their gadgets to play games, youtube, and play Instagram. So it is deemed necessary to examine how the impact of the media on the acquisition of new language of elementary school children is studied in psycholinguistic studies.

scholarly journals A cross-sectional analysis of refractive error prevalence and associated factors among elementary school children in Hawassa, Ethiopia

2021 ◽  
Vol 49 (3) ◽  
pp. 030006052199889
Author(s):  
Kindie Desta Alem ◽  
Elias Abera Gebru
Keyword(s):  
Elementary School ◽  
Family History ◽  
School Children ◽  
Refractive Error ◽  
Grade Level ◽  
Elementary School Children ◽  
Associated Factors ◽  
Positive Family History ◽  
School Type ◽  
Cross Sectional

Objective This study assessed the prevalence of refractive error (RE) and its associated factors among elementary school children in Hawassa, Ethiopia. Methods In this school-based cross-sectional study, a random selection technique with proportional allocation was used to ensure a representative sample of students. Survey questionnaires were used to collect sociodemographic, environmental, and family history data. Clinical examinations were performed to assess RE and ocular health. Associations between dependent and independent variables were computed using adjusted odds ratios (AORs) and 95% confidence intervals (CIs). Results Overall, 529 children participated in this study, with a response rate of 95.5% (529/554). Most participants were aged ≥12 years (337 [63.7%]), in grade levels 5 to 8 (307 [58%]), and attended public schools (366 [69.2%]). RE prevalence was 12.9% (95% CI: 10.0–16.1). Higher grade level (AOR=3.18, 95% CI: 1.68–5.97), positive family history of RE (AOR=3.69, 95% CI: 1.57–8.67), lack of paternal formal education (AOR=3.25, 95% CI: 1.20–8.77), and public school attendance (AOR=3.33, 95% CI: 1.52–7.27) were factors significantly associated with RE. Conclusions RE prevalence among elementary school children in Hawassa was higher than in previous reports. Grade level, family history, paternal education level, and school type significantly influenced RE status.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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