scholarly journals A general study of tests and testing with special emphasis on concepts, controversy, and teaching ideas applicable at the first grade level

2000 ◽  
Author(s):  
Jean Dimick
Keyword(s):  
Grade Level ◽  
First Grade ◽  
General Study ◽  
Teaching Ideas

An analysis of individual differences in arithmetic

1964 ◽  
Vol 11 (7) ◽  
pp. 471-473
Author(s):  
Oscar T. Jarvis
Keyword(s):  
Elementary School ◽  
Individual Differences ◽  
Grade Level ◽  
Common Knowledge ◽  
Sixth Grade ◽  
First Grade ◽  
Level 1 ◽  
Level 2

It is common knowledge among teachers of arithmetic that individual pupil differences in the elementary school are very pronounced at every grade level. It is equally apparent that the range of individual differences increases from grade level to grade level. Wrightstone has stated that these differences may be as great as three to four years in the first-grade, five to six years in the fourth-gmde, and seven to eight years at the sixth-grade level.1 Beck, Cook and Kearney have observed, however, that normally in “arithmetic reasoning and computation the range is … between six and seven years at the sixth-grade level.”2

Children's own names influence their spelling

2001 ◽  
Vol 22 (4) ◽  
pp. 555-570 ◽  
Author(s):  
REBECCA TREIMAN ◽  
BRETT KESSLER ◽  
DERRICK BOURASSA
Keyword(s):  
Grade Level ◽  
First Grade ◽  
Lower Proportion ◽  
Second Grade ◽  
Special Role ◽  
Own Name

We analyzed spellings that were produced by children in kindergarten (N = 115), first grade (N = 104), and second grade (N = 77) in order to determine whether children's own names influence their spellings of other words. Kindergartners overused letters from their own first names (or commonly used nicknames) when spelling. Kindergartners with longer names, who had more own-name letters available for intrusions, tended to produce longer spellings than did children with shorter names. Moreover, the spellings of kindergartners with long names tended to contain a lower proportion of phonetically reasonable letters than did the spellings of children with short names. These effects appeared to be confined to children who read below the first grade level. The results support the view that children's own names play a special role in the acquisition of literacy. They further show that children choose letters in a way that reflects their experience with the letters.

scholarly journals Analysis of Extracurricular Perception Difference Using Grade and Campus-Related DIF －A Case of A University

2021 ◽  
Vol 15 (3) ◽  
pp. 239-252
Author(s):  
Kyunglee Kim
Keyword(s):  
Differential Item Functioning ◽  
Grade Level ◽  
First Grade ◽  
Online Program ◽  
Online Programs ◽  
Item Functioning

This study aims to analyze how the perception of the extracurricular program differs according to both the grade level of the students and the campus being attended. The results of this study are as follows: concerning DIF by grade level, the perception of the extracurricular program was higher for students in the first grade in regards to 1 item pertaining to the effectiveness of their extracurricular work, and 2 of the items connected to the effectiveness of the online extracurricular program. Moreover, the perception of the extracurricular program was higher for students in the 2nd, 3rd and 4th grades regarding the 4 items requiring the improvement of the extracurricular program. Second, concerning DIF(Differential Item Functioning) by campus, the results are as follows: students attending a campus in Suwon answered higher when it came to the recognition of 1 item within their extracurricular work, while students attending a campus in Seoul answered higher regarding 4 items. The 4 items pertaining to the effectiveness of their extracurricular work were higher for Suwon campus students as far as the number of responses were concerned. Students attending the campus in Suwon responded in higher numbers to questions regarding the effectiveness of the online program, just as with their responses regarding their offline work. 1 item regarding the comparison and the improvement of the curriculum was higher for students of the Seoul campus. However, the three questions pertaining to the students attending the Suwon campus were answered in greater numbers.Through this study, the extracurricular work of students should be operated so that various programs tailored to their needs can be designed. In addition, efforts are needed to qualitatively check and quantitatively supplement online programs that can be taken without any space constraints.

Integration of Soft Signs in Academically Normal and Academically at-Risk Children

PEDIATRICS ◽  
1990 ◽  
Vol 85 (3) ◽  
pp. 421-425
Author(s):  
Thomas A. Blondis ◽  
Jeffrey H. Snow ◽  
Pasquale J. Accardo
Keyword(s):  
At Risk ◽  
Grade Level ◽  
Motor Coordination ◽  
First Grade ◽  
Sensory Function ◽  
Motor Speed ◽  
At Risk Children ◽  
Tactile Integration ◽  
Below Grade Level ◽  
Academically At Risk

The development of motor and sensory proficiency and the integration of soft signs were analyzed for 38 children with average achievement and 29 children achieving below grade level. Motor coordination, speed, and inhibition, as well as the development of sensory function, were evaluated at the time of entrance to kindergarten and again during the first grade. The performance of both groups progressed on tasks measuring motor speed and coordination as well as tactile integration. Although the children achieving below grade level continued to perform the majority of tasks poorly in comparison with the children performing at grade level, on most of the measures they evidenced definite catch-up or greater gain than the children performing at grade level. Their progress on the motor speed and coordination tasks supports the hypothesis of a developmental lag in these areas. Results of tests of motor inhibition were notable for an absence of progression. That children achieving below grade level did not advance in this area would argue against the hypothesis of a developmental lag for all soft signs. Although results of this longitudinal study are preliminary, findings to date would allow for the possibility that both deficits and lags are responsible for the differences between the academically normal and academically at-risk children.

Policy Issues

1968 ◽  
Vol 38 (1) ◽  
pp. 85-88
Keyword(s):  
Civil Rights ◽  
Grade Level ◽  
Mexican Americans ◽  
Educational Achievement ◽  
Economic Status ◽  
Minority Group ◽  
Social Science Research ◽  
Science Research ◽  
First Grade ◽  
Coleman Report

Recent social science research, most notably the Coleman Report and the report on racial isolation prepared by the Commission on Civil Rights, has produced one virtually incontestable finding: there is massive inequality in public school educational achievement along social-class and racial lines. That is, minority group students and students of low socio-economic status score significantly lower than their white middle-class counterparts on a variety of verbal and numerical tests. The Coleman Report indicates that differences between racial and ethnic groups are present at the first grade, and that these differences are not diminished with additional years of schooling. The result is that twelfth-grade Negroes in the urban Northeast read at the ninth-grade level and do mathematics at the seventh-grade level. Southern Negroes, Mexican Americans, Puerto Ricans, and Indian Americans achieve at even lower levels.

Disfluency Behavior of Elementary School Stutterers and Non-Stutterers: The Adaptation Effect

1968 ◽  
Vol 11 (3) ◽  
pp. 622-630 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Sixth Grade ◽  
First Grade ◽  
Adaptation Effect ◽  
Speaking Task

A group of 184 elementary school children, 92 stutterers and 92 matched nonstutterers, performed a speaking task three times consecutively. Kindergarten and first grade children repeated a series of sentences, and the second through sixth grade children read a passage. Both the stutterers and the nonstutterers exhibited the adaptation effect. Both adapted proportionally to approximately the same degree. There was no tendency in either group for the degree of adaptation to vary as a function of grade level. Whether or not a child exhibited the adaptation effect appeared to be more closely related to how disfluent he was on his first performance of the task than to whether he had been labeled as a stutterer or a nonstutterer. Our results indictate that adaptation is not unique to stutterers, but is to be found also in normal speakers. Several implications are discussed.

Treatment of a Case of Cerebral Palsy with Hearing Impairment

1972 ◽  
Vol 37 (3) ◽  
pp. 373-378 ◽  
Author(s):  
James L. Fitch
Keyword(s):  
Cerebral Palsy ◽  
Hearing Impairment ◽  
Grade Level ◽  
Special Class ◽  
Mentally Retarded ◽  
First Grade ◽  
Residual Hearing ◽  
Low Frequencies ◽  
Custodial Care

The case study of an 11-year-old girl with cerebral palsy, athetoid type, is reported. The girl had been diagnosed as severely mentally retarded, and placement in a residential institution with custodial care had been recommended. The girl was found to have extensive hearing impairment, with residual hearing in the low frequencies. Hearing testing was complicated by uncontrolled, extraneous movement. The loss was identified only after her understanding of nonverbal concepts was found to be well developed. A program of instruction was presented both orally and manually. In eight months the girl had a manual vocabulary in excess of 500 words and was functioning in reading and arithmetic at a mid-first-grade level. Placement in a special class for the deaf followed.

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