Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions?

2020 ◽  
Author(s):  
Horacio Álvarez Marinelli ◽  
Samuel Berlinski ◽  
Matías Busso
Keyword(s):  
Primary School ◽  
Small Groups ◽  
Reading Skills ◽  
Fine Tuning ◽  
Randomized Experiments ◽  
Mathematics Scores ◽  
Third Grade Students ◽  
Literacy Scores ◽  
Positive Spillovers ◽  
Over Time

This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.

• how study time is managed, ‘pre-planning the week’; • knowledge of course organisation; • knowledge of the lecture role, small groups timetable; class contact based; or knowledge of distance learning guides if you are taking a distance learning course or a self-study scheme; • the development of powers of concentration. Some students find it physically or emotionally impossible to sit down for two hours or even less and read in a useful, meaningful manner. Concentration is a skill acquired over time; it is a process; • organising a place to study; • setting up filing systems for: handouts; notes made from books, articles or lectures; subject specific problem questions, essay questions and past examination papers; • learning to be a highly competent user of the library facilities (real or Virtual’); • developing computing skills; • developing writing and reading skills (also comes under language and legal method skills); • developing the ability to answer questions (also comes under language and legal method skills). 1.3.1.2 Language usage skills Students need to be competent language users. This involves demonstrating a competency in the following areas: • grammar; • punctuation; • spelling; • vocabulary; • reading (primary texts of law and secondary texts about law); • writing (notes, summaries and extended academic writing); • interpretation of arguments by the analysis of the language in which the arguments are presented. Again, not all of these areas are specifically dealt with in this text but the bibliography makes useful suggestions for further reading. 1.3.1.3 Legal method skills These are skills concerning formal ways of understanding and analysing issues relating to the law. Much of this book is concerned with a few aspects of practical legal method; there are many more.

2012 ◽  
pp. 20-20
Keyword(s):  
Distance Learning ◽  
Small Groups ◽  
Academic Writing ◽  
Reading Skills ◽  
Legal Method ◽  
Self Study ◽  
Subject Specific ◽  
Computing Skills ◽  
Study Setting ◽  
Over Time

Health Literacy of Parents and Carers in a Regional Community: A Cross-Sectional Study

2021 ◽  
pp. 0272684X2110225
Author(s):  
Matthew J. Leach ◽  
Sue Nichols ◽  
Sven Trenholm ◽  
Martin Jones
Keyword(s):  
Health Literacy ◽  
Primary School ◽  
Tertiary Education ◽  
Functional Health ◽  
Cross Sectional ◽  
Healthy Development ◽  
School Aged Children ◽  
Australian Community ◽  
Literacy Scores ◽  
The Impact

Background Supporting a child’s healthy development is determined, in part, by a parent’s ability to seek, access, interpret and effectively utilize health information. This aspect of parenting draws on a set of skills referred to as health literacy. Objective To assess the level of health literacy among parents/carers in a regional South Australian community. Methods Parents/carers of primary school-aged children, residing in Whyalla, South Australia, were invited to complete the 13-item All Aspects of Health Literacy Survey. Results 155 parents/carers completed the survey (79% mothers). Most participants were English-speaking (97%), employed (62%) and had 2–3 children (62%), with 52% completing tertiary education. Median total health literacy scores were mostly in the moderate-high range (median 27, IQR 26,27), as were critical health literacy scores (median 7, IQR 6,8). Higher scores were reported for functional health literacy (median 8, IQR 7,9), communicative health literacy (median 9, IQR 8,9) and empowerment health literacy (median 4, IQR 3,5). Conclusions Our findings reveal modest levels of health literacy among a sample of parents/carers of primary school-aged children in a regional South Australian community. Further work is needed to understand the differential effect of parental health literacy on child health outcomes, and the types of strategies that may mitigate the impact of these barriers on a child’s healthy development.

scholarly journals Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?

2021 ◽  
pp. 002221942098199
Author(s):  
Alexandra M. A. Schmitterer ◽  
Garvin Brod
Keyword(s):  
Phonological Awareness ◽  
Elementary School Teachers ◽  
Standardized Tests ◽  
Reading Intervention ◽  
Reading Skills ◽  
Linear Models ◽  
Reading Assessments ◽  
Accurate Identification ◽  
Third Grade Students ◽  
Teacher Training Programs

Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was “not necessary,” “potentially necessary,” or “definitely necessary.” Independent experimenters tested the students’ reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers’ decisions with regard to students’ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students’ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers’ ratings over and above students’ reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers’ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.

Media Words Card to Improve Reading Skills at the beginning of the First Grade Students in Primary School

2021 ◽  
Vol 5 (2) ◽  
pp. 531-537
Author(s):  
Agusalim Agusalim ◽  
Suryanti Suryanti ◽  
Irwan Irwan
Keyword(s):  
Primary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Reading Skills ◽  
Mastery Learning ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Beginning Reading ◽  
Average Value ◽  
Class Room

This study aims to find the use of word cards to improve reading skills at the beginning by using the action class room method. Based on the results of research conducted in 2 cycles. In cycle I showed that through the Use of Word Card Media in Beginning Reading the average value of student learning outcomes obtained was 68.84 and mastery learning reached 53.85% or there were 14 students out of 27 students who had finished learning. These results indicate that in the first cycle the criteria for student learning are not yet completed, because students who score> 65 are only 68.84% smaller than the desired completeness percentage of 85%, and (2) Furthermore, the results of the study cycle II shows through the Use of Word Card Media in Reading the Beginning obtained the average value of student learning outcomes is 76.92 and mastery learning reaches 88.46% or there are 23 students out of 26 students have finished learning. These results indicate that in the second cycle classically students have finished learning, because students who score> 65 are 92.30% greater than the desired completeness percentage of 85%.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals The Effectiveness of a training program to reduce stuttering intensity among primary school students in Ajloun schools: فاعلية برنامج تدريبي لخفض شدة التأتأة لدى طلاب المرحلة الأساسية في مدارس محافظة عجلون

2020 ◽  
Vol 4 (14) ◽  
Author(s):  
Bara Azzam Ali Al- qwaqneh
Keyword(s):  
Primary School ◽  
Training Program ◽  
Primary Students ◽  
Third Grade ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Five Dimensions ◽  
Third Grade Students ◽  
And Control

The study aimed to reveal the effectiveness of a training program to reduce stuttering disorders in primary school students in Ajloun schools in Jordan. Five dimensions of stuttering disorders were identified. Third grade students in Ajloun Elementary Boys School were distributed equally to experimental and control group. Ij study, there is statistically significant in all disorders of the dimensions of stuttering in the third grade primary students are differences in the two measurements prior and subsequent to the performance of the control and experimental groups students due to the training program used in the study, for the experimental group, which underwent a program to reduce the severity of stuttering students.

scholarly journals Improving reading strategies and assessments used by educators to enhance learner academic success

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Veena Loopoo ◽  
Robert Balfour
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Reading Skills ◽  
Formal Education ◽  
Early Years ◽  
School Level ◽  
Learning To Read ◽  
Professional Success ◽  
Crucial Component ◽  
Assessment Strategies

Learning to read is a crucial component of early education. Theorists have found a strong connection between reading skills and the level of academic and professional success enjoyed by an individual. The way an individual learns to read is crucial to achieving academic success; therefore, the methods used to teach reading need to be effective for optimal success. A substantial body of research demonstrates that literacy is fundamental to success in the formal education system and in most cases, the principal site for learning to read and write is assumed to be the primary school, usually in the early years. While there are many perspectives and methods used at school level, teachers will only succeed when they teach explicit strategies to decode words and their meanings and comprehension instruction. Using a mixed-methods approach, this article aimed to identify and explore teaching and assessment strategies employed by educators in Grade R at primary school level pertaining to the teaching of literacy. It emerged that although certain strategies do seem to promote greater acquisition of literacy, there is no one-size-fits-all approach when it comes to using literacy to promote the likelihood of achieving academic success.

USE OF BLOGGING TO INCREASE WRITING, READING AND DIGITAL SKILLS IN PRIMARY SCHOOL

2021 ◽  
Vol 12 (1) ◽  
pp. 158-165
Author(s):  
Rumyana Karadimitrova ◽  
Keyword(s):  
Primary School ◽  
Information Flow ◽  
Reading Skills ◽  
Web Based ◽  
Learning And Teaching ◽  
Initial Stage ◽  
Language And Literature ◽  
The World ◽  
Digital Skills ◽  
The Web

In recent decades, more and more web-based solutions are being integrated into the learning and teaching process in schools around the world. One of the most used among them for creating, storing and managing information flow is blogging. The combination of blogging in BEL (Bulgarian Language and Literature) classes is key to the development of digital and communicative speech competencies at all educational stages. There is a significant amount of research that proves that with the use of blogging a significant part of students are motivated and become better writers and readers. The article presents some of the results of a developed and tested system of BEL lessons in two experimental classes from the initial stage. For two months, students used student blogs to introduce texts from assigned tasks to literature. The web-based technology has increased students’ interest in learning, their writing and reading skills.

A Model of Emission Reduction Activity and Cost Reducing R&D

2017 ◽  
Vol 8 (2) ◽  
pp. 31-56
Author(s):  
Manoj Kumar
Keyword(s):  
Emission Reduction ◽  
Monopolistic Competition ◽  
Environmental Problem ◽  
Innovation Policy ◽  
Life Time ◽  
Policy Instrument ◽  
Crowding Out ◽  
Positive Spillovers ◽  
Innovation Policies ◽  
Over Time

In this paper, we have studied the links between (the timing of) innovation policies and abatement policies under different assumptions of innovation policies such as the possibilities to use patent life time as a policy instrument. We study the timing and interdependence between optimal innovation policy and environmental policy in a model with emission reduction (abatement) activity and cost-reducing R&D through increasing variety numbers. Our analysis is based on an R&D model supplemented with emission-abatement-pollution dynamics, and four imperfections related to innovations; too little production of patented abatement equipment due to monopolistic competition, positive spillovers of innovations due to finite patent lifetime, negative spillovers through crowding out effects within the abatement technology sector, and crowding out effects in other sectors. We find that optimal emission prices and R&D subsidies are substitutes over time. R&D subsidies for clean innovation should start high and fall over time, while optimal emission prices start low and go up. If the lifetime of patents is infinite, we replicate earlier results that suggest R&D policy to be independent of the stage of the environmental problem. Our main result demonstrates that the positive spillovers of innovations due to finite patent lifetime are particularly strong at the early phase of an environmental problem, and to account for this, optimal innovation policy needs to adjust dynamically.

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