How primary school children address reading problems in dialogic reading

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Maaike Pulles ◽  
Jan Berenst ◽  
Tom Koole ◽  
Kees De Glopper
Keyword(s):  
Primary School ◽  
Conversation Analysis ◽  
Word Identification ◽  
Dialogic Reading ◽  
Primary School Children ◽  
Reading Problems ◽  
Principal Role ◽  
Research Questions ◽  
Primary School Pupils ◽  
Reading Activity

In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine reading activity and are in most cases immediately corrected by the co-participant, to continue the reading activity as smooth as possible. Meaning problems are displayed more explicitly, by use of requests for information, that are explicit about the purpose, but not always explicitly addressed to the other participant. Therefore all participants, including the text in a principal role, can assist.

scholarly journals Text formulations as practices of demonstrating understanding in dialogic reading

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Maaike Pulles ◽  
Jan Berenst ◽  
Tom Koole ◽  
Kees de Glopper
Keyword(s):  
Primary School ◽  
Conversation Analysis ◽  
Inquiry Learning ◽  
Relevant Information ◽  
Dialogic Reading ◽  
Shared Understanding ◽  
Research Questions ◽  
Text Content

Abstract This paper examines text formulations in the interaction between peers in primary school during dialogic reading, in inquiry learning settings. In this context pupils collaboratively use information from texts to answer their research questions. The data analyzed include 25 excerpts of pupils demonstrating understanding of text. We used Conversation Analysis to analyze how pupils demonstrate their understanding by the use of text formulations, as a specific type of formulations, and how these formulations function as a bridge between the reading action and the discussion of text content. Parallel to the types of conversational formulations (gist and upshot), we found two practices of demonstrating understanding, namely (1) formulating the gist of relevant text to demonstrate literal understanding, and (2) formulating an upshot to demonstrate how the text contributes to the reading goal. Both types are used to establish shared understanding of text, but focus the discussion as well on what participants find relevant information in the text to further talk about. To reach shared understanding and to use it for next steps, both interactants need to have access to the text in some way. This study contributes to our understanding of how pupils collaboratively use text to build their knowledge.

scholarly journals Text selection proposals in dialogic reading in primary school

2020 ◽  
Vol 11 (4) ◽  
pp. 591-614
Author(s):  
Maaike Pulles ◽  
Jan Berenst ◽  
Kees de Glopper ◽  
Tom Koole
Keyword(s):  
Primary School ◽  
Inquiry Learning ◽  
Dialogic Reading ◽  
Shared Activity ◽  
Text Selection ◽  
Research Questions ◽  
Primary School Pupils ◽  
First Time

Abstract In dialogic reading during inquiry learning in primary school, pupils read, think and talk together about text fragments for answering their research questions. This paper demonstrates from a conversational analytic perspective, how the shared activity of text selection is constructed in a goal oriented conversation and how text selection proposals are used. Two main practices are identified depending on the situation: (1) when all participants are reading the text for the first time, a text selection proposal is constructed with reading-out-loud fragments, and (2) when only one of the participants is reading the text, a text selection proposal is constructed with an indexical text reference and indicative summary of the topic. In both practices, a separate utterance that functions as a proposal is required to accomplish the complete text selection proposal turn.

scholarly journals Personal cell phones among children: attitudes of parents of primary school pupils

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Austys ◽  
A Sprudzanaitė ◽  
R Arlauskas ◽  
R Stukas
Keyword(s):  
Social Networks ◽  
Primary School ◽  
Mobile Phones ◽  
School Children ◽  
Cell Phones ◽  
Children's Health ◽  
Primary School Children ◽  
P Value ◽  
Sexual Content ◽  
Primary School Pupils

Abstract Background A large number of primary school children have personal smartphones which enable them to communicate with lots of people and use social networks. However, social networking should not be accessible to primary school pupils due to existing age restrictions. Studies show that cell phones can be used to send offensive or sexual content to children or by them. This might have long-term effects on child's mental health and even provoke suicidal thoughts. While parents are able to control many aspects of children's life, we aimed to disclose parental attitudes towards use of mobile phones among children. Methods A total number of 619 parents of primary school children from middle-sized town of Lithuania participated in this study. Parents anonymously expressed their opinion to questions about personal cell phones usage among children. Distribution of participants was assessed according to social and demographic characteristics. Results Most of the respondents (79.8%) indicated that use of mobile phones might be harmful to children's health, 56.0% indicated that their children use social networks and every second child was registered by their parents (49.5%). Minority of the respondents (8.1%) thought that children (including children from other families) receive messages from strangers and communicate with them (2.1%). Similarly, very few of the respondents thought that children receive offensive (15.0%) or sexual (4.8%) content. Younger and lower educated parents registered their children to social networks more frequently (p-value less than 0.05). Lower educated parents more frequently indicated that offensive or sexual content can reach children via smartphones (p-value less than 0.05). Conclusions Majority of parents of primary school children thought that cell phones might be harmful to children's health but most of them did not pay attention to threats such as communication with strangers or transmission of sexual content. Key messages Only minority of parents of primary school children indicated communication with strangers or transmission of sexual content as threats induced by use of smartphones among children. Regardless that lower educated parents indicated awareness of content-related threats to children more frequently they registered their children to social networks more frequently as well.

scholarly journals Antibiotic Susceptibility Pattern of Group A Beta-Haemolytic Streptococcal Throat Isolates of Primary School Children in Rivers State, Nigeria

2021 ◽  
pp. 8-16
Author(s):  
Wonodi Woroma ◽  
Okari Tamunoiyowuna Grace ◽  
Opara Peace Ibo
Keyword(s):  
Primary School ◽  
Antibiotic Susceptibility ◽  
Primary School Children ◽  
Acute Glomerulonephritis ◽  
Chi Square ◽  
Drug Of Choice ◽  
Care Workers ◽  
Group A ◽  
Primary School Pupils ◽  
Rivers State

Group A beta-haemolytic streptococcus (GABHS) pharyngitis when untreated can cause non-suppurative sequelae such as acute rheumatic fever and post-streptococcal acute glomerulonephritis. Prompt treatment of infected individuals with appropriate antibiotics that the organism is susceptible to, is important in preventing these untoward complications. This study intends to identify the antibiotic susceptibility of GABHS in Rivers State, Nigeria, and to guide health care workers in choosing effective antibiotic for the treatment of GABHS infections in children. Methodology: Throat swabs were taken from primary school pupils aged 6 to 12 years in Rivers State between May and July 2015. The throat swabs were cultured using 5% sheep blood agar. Antibiotic susceptibility was carried out on the Group A beta-haemolytic streptococcal isolates. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 23.0 using descriptive statistics. Chi square tests of significance were used with a 95% confidence interval (P< 0.05). Results: A total of 18 out of 456 pupils had a positive streptococcal throat culture for GABHS giving a prevalence rate of 3.9%. The isolated GABHS were most susceptible to azithromycin (87%) followed by penicillin (81.5%) and ampicillin (64.8%). The pathogens were least susceptible to tetracycline (37%) and co-trimoxazole (18.5%). Conclusion: The prevalence of GABHS was low and it was mostly susceptible to Azithromycin and penicillin. These could be used as the drug of choice in the empirical treatment of GABHS throat infection in the locality.

scholarly journals Information devices as a factor causing children’s disorders

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 122-130
Author(s):  
Elena Nachinova ◽  
Alla Vasilevskaya
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Negative Impact ◽  
Research Work ◽  
Primary School Children ◽  
Electronic Information ◽  
Educational Work ◽  
Younger Generation ◽  
The One ◽  
Primary School Pupils

The article addresses the problem of the negative impact of the irregular use of electronic information carriers on primary school pupils’ psychophysical development. Foreign researches and WHO data on the allowed time of use of information devices for children and teenagers, their impact on heath, speech and motor development of the younger generation are presented. The concept “information device” is defined, the main contradictions of the active use of information devices by children are described which are resulted, on the one hand, from the impossibility of education and socialisation of the younger generation apart from electronic information devices, and, on the other hand, due to their negative impact on children’s health and psychophysical development. The choice of the age group for the study is substantiated – the primary school age, at which psychophysical and psychosocial changes take place, significant for the entire subsequent period of a child’s schooling. It is emphasised that at this age period children’s computer dependence has not yet formed, even a positive effect of the use of a computer on the mental development of a primary school pupil is noted. At the same time, the use of information devices in the education and leisure of primary school pupils requires a proper organisation of their educational work, balance of various activities, formation of pupils’ conscious behaviour, which will contribute both to the education of the child and his / her proper psychophysical development. The content of the experimental research work, which was carried out at the elementary grades of schools in Odessa region involving second-third-grade pupils and their parents, is described. The results of the surveys represented by pupils and their parents, pedagogical observations, assessment of pupils’ performance, the characteristics of their speech and motor development have shown an increase in the time allotted to children to work with information devices and the negative impact of their irregular use on the psychophysical development of primary school children.

Prevalence of schistosomiasis and other intestinal helminth infection among senior primary school children in Makenene Sub-Division, Cameroon

1995 ◽  
Vol 69 (2) ◽  
pp. 103-105 ◽  
Author(s):  
P.F. Akufongwe ◽  
C.O.E. Onwuliri ◽  
V.P.K. Titanji ◽  
V.N. Okwuosa
Keyword(s):  
Primary School ◽  
Primary School Children ◽  
Intestinal Helminth ◽  
Water Contact ◽  
North West ◽  
Helminth Infections ◽  
Previous Infection ◽  
History Of ◽  
Primary School Pupils ◽  
Very High

AbstractA study was carried out in four vifiages of Makenene Sub-Division some 85 km north-west of Yaounde, between November 1993 and March 1994 to assess the prevalence and intensity of schistosomes and other helminth infections among senior primary school pupils aged 9–16. An extensive questionnaire was used to collect sociodemographic information and information on water-related activities.The overall prevalence of S. mansoni infection was 228 (23.6%) while S. haematobium infection was practically non-existent 03 (<1%). Infection rates with intestinal nematodes were very high, up to 98% in some villages. Prevalence rates of schistosomiasis varied significantly (P<0.05) between vifiages with the highest (36.2%) recorded in Makenene. Infections with other parasite species encountered were significantly different (P<0.01) while a marked association was observed between water contact activities and the distribution of S. mansoni infections. However, S. mansoni infection intensities were not significantly different (P>0.05) between those with a history of previous infection and treatment and those without.

Formation of Readership and Creative Development of Primary School Children Based on the Discrete Reading Method

2020 ◽  
Vol 8 (2) ◽  
pp. 10-13
Author(s):  
T. Kreslavskaya
Keyword(s):  
Primary School ◽  
School Children ◽  
Effective Means ◽  
Primary School Children ◽  
Literary Reading ◽  
Creative Development ◽  
Literary Works ◽  
Teacher Guidance ◽  
Reading Activity ◽  
Creative Tasks

The article discusses the method of discrete reading in literary reading lessons in primary school as an effective means of shaping readership, the ability to analyze the information contained in the texts, and the development of children’s creative abilities. The characteristic of the content and technology of discrete reading at the first stage of the development of reading activity by students of the first or second grades is given: intermittent reading; separate reading; fractional reading. The rules for implementing discrete reading are presented: “Imagine, Relive, Understand what you read.” The methodology of teacher guidance for schoolchildren performing creative tasks, features of the teacher’s work, which organizes creative interpretations of literary works in the form of illustrations, dramatization, retelling of the text with its optional addition-continuation, theatricalization, and staging games, are disclosed.

scholarly journals Psychological Media Competence of Parents of Primary School Children

2019 ◽  
Vol 21 (1) ◽  
pp. 141-151
Author(s):  
L. V. Skorova ◽  
E. V. Chernikova
Keyword(s):  
Primary School ◽  
Information Search ◽  
Primary School Children ◽  
Cognitive Component ◽  
Animated Film ◽  
Expert Assessments ◽  
The Media ◽  
Media Texts ◽  
Primary School Pupils ◽  
And Behavior

The paper features sychological media competence of parents on the basis of ideas about psychological media competence as a meso- level phenomenon, differing complex composition. The psychological  media competence of parents is considered in the structure of their  psychological competence, including cognitive, practical, and  reflexive components. The cognitive component includes knowledge  that allows one to take part in the media communication and analyze  the influence of media texts on the psyche of children. The  reflexive component is the awareness of internal changes after  interacting with media. The practical component is represented by  the ability to realize competence in interaction with children. The  procedure for diagnosing these components was developed based on the research method of “Psychological media competence of parents  of primary school pupils”. The first part was represented by  ituations  describing behavior and actions of primary school pupils in  media sphere and identifying how parents react to them. The second part included watching an animated film, answering questions that  reveal how parents understood the effect of the cartoon on children’s emotional state and behavior, and writing a letter to the main  character of the cartoon on behalf of their children. The analysis of  the psychological media competence study involved a method of  expert assessments. The results indicate a certain use of  constructive ways of reaction to situations, which are related to  information search via internet and watching destructive video. The  parents proved to underestimate effect of various media on children  and demonstrated problems in assessing and meaningful discussion of the media texts with children.

scholarly journals Assessment Accommodations for Foreign Pupils in the Light of Educational Justice: Empirical Research among Slovenian Primary School Teachers

2017 ◽  
Vol 7 (1) ◽  
pp. 131-148
Author(s):  
Mojca Žveglič Mihelič
Keyword(s):  
Primary School ◽  
Recent Experience ◽  
Educational Justice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Principle Of Justice ◽  
Research Questions ◽  
Primary School Pupils ◽  
Generalist Teachers

The starting points of primary school pupils in a foreign country differ significantly from those of native pupils. In Slovenia, the knowledge of pupils who are foreign citizens (foreign pupils) may be assessed with different accommodations for no more than two years. The presented research conducted on a representative sample of 697 Slovenian primary school teachers addresses their perspectives, using a questionnaire, on assessment accommodations for foreign pupils. The following research questions are answered: 1) What are teachers’ perceptions of assessment accommodations for foreign pupils; are there differences between teachers who had recently taught foreign pupils and those who had not? 2) Do generalist teachers have different perceptions than subject teachers do? 3) What kind of assessment accommodations do teachers practice for these pupils after the expiration of the two-year period; do generalist and subject teachers act differently? 4) Do teachers perceive assessment accommodations as being just? We demonstrate that teachers who have recent experience of teaching foreign pupils are more aware of the need for assessment accommodations than those who do not. The majority of the  teachers accommodate assessment and grading even after the two-year period, especially generalist teachers. Additionally, some of them have lower expectations with regard to achieving knowledge standards for these pupils. While the majority of the teachers perceive accommodated assessment as being just, they are unsure of whether the period of allowed adjustments should be longer. This raises the questions about teachers’ understanding of educational justice and the application of the principle of justice in practice.

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