scholarly journals Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School

2020 ◽  
Vol 10 (9) ◽  
pp. 227
Author(s):  
Timothy V. Rasinski ◽  
Randy Yates ◽  
Kelly Foerg ◽  
Kelly Greene ◽  
David Paige ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Small Sample Size ◽  
First Grade ◽  
Reading Performance ◽  
Small Sample ◽  
Word Decoding ◽  
Comparable Group ◽  
Fluency Instruction ◽  
Grade One

The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included repeated and assisted reading and was delivered daily over a ten-week period in the first semester of the school year by classroom teachers. The reading performance of students in the fluency instruction group (n = 51) was compared with a comparable group of first grade students (n = 27) who did not receive the fluency instruction, though the total number of minutes devoted to daily reading instruction and home reading was equal between groups. Descriptive analyses of pre- and post-testing data suggest that the first grade students receiving the fluency instruction made substantive, but not statistically significant, gains in reading achievement over the comparison group of students not receiving fluency instruction. The results suggest that dedicated and systematic fluency instruction may be appropriate for students before high levels of word decoding are achieved and that fluency instruction may be an effective instructional protocol as early as the beginning of first grade. Given the acknowledged limitations, including small sample size, further research into fluency instruction in early first grade is recommended.

Normal Variation in Reading Acquisition

1986 ◽  
Vol 62 (3) ◽  
pp. 691-716 ◽  
Author(s):  
Virginia Wise Berninger
Keyword(s):  
Individual Differences ◽  
Reading Instruction ◽  
Cognitive Skills ◽  
Verbal Ability ◽  
First Grade ◽  
Normal Variation ◽  
Word Decoding ◽  
Linguistic Skills ◽  
Whole Word ◽  
Reading And Spelling

Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.

Determining English Language Learners' Response to Intervention: Questions and Some Answers

2007 ◽  
Vol 30 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Sylvia Linan-Thompson ◽  
Paul T. Cirino ◽  
Sharon Vaughn
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
First Grade ◽  
The Mean ◽  
Not At Risk

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b) discrepancy benchmark criteria, with performance on these measures at or above the mean of not-at-risk peers; and (c) discrepancy slope criteria, with growth during grade 1 on these measures at or above the mean of not-at-risk peers. The sample consisted of 81 students (41 intervention, 40 comparison) who were bilingual (Spanish/English) and were part of a supplemental reading instruction study during first grade. The three grade 1 criteria were evaluated in relation to a set benchmark criteria in grade 2. Results indicated that approximately 80% of the students did not meet any criteria in either year, but that the discrepancy slope criteria in grade 1 were most predictive of set benchmark criteria in grade 2. Recognizing that we applied highly stringent criteria, implications and issues are presented related to using RTI with ELLs to facilitate decision making about further intervention and referral for special education.

scholarly journals ЕВАЛУАЦИЈА НИКОЛА ТЕСЛА ЦЕНТАР СИСТЕМА У I И V РАЗРЕДУ ОСНОВНЕ ШКОЛЕ

TEME ◽  
2018 ◽  
pp. 1037
Author(s):  
Александар Мратинковић ◽  
Марија Зотовић ◽  
Марина Орос ◽  
Јована Трбојевић
Keyword(s):  
Traditional Method ◽  
Divergent Thinking ◽  
Self Regulation ◽  
First Grade ◽  
Small Sample ◽  
Learning System ◽  
The Other ◽  
Nikola Tesla ◽  
Two Samples ◽  
Grade One

The main aim of the conducted research was to evaluate the Nikola Tesla Center (hereandafter NTC) learning system in school settings and to assess its potential advantages over the traditional method of teaching. There were two samples in this research. The first sample consisted of 46 pupils from two classes of the fifth grade, from which one was using the NTC learning system, and the other one traditional forms of teaching. Pupils were tested with the Bond’s logical operation test and academic self-regulation questionnaire. Differences between the two classes were tested using the t-test for independent samples. The results showed that fifth graders who were using the NTC learning system achieved a significantly higher score in the level of formal thinking development. The second sample consisted of 31 pupils from two classes of the first grade - one class was using the NTC system and the other one traditional method of teaching. First graders were tested with the REVISK subscales (vocabulary, understanding and information), short version of academic self-regulation questionnaire, Bender-Gestalt test and divergent thinking test. In this case, using the Mann-Whitney U test (due to the small sample), no significant differences between these two groups were found on intelligence, motivation, visual-motor functioning and divergent thinking. Based on these results the effectiveness of the program in developing formal-operational thinking at age of 11/12 years can be assumed.

Early First-Grade Skills Related to Subsequent Reading Performance: A Seven Year Followup Study

1976 ◽  
Vol 8 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Siegmar Muehl ◽  
Mario C. Di Nello
Keyword(s):  
First Grade ◽  
Reading Performance ◽  
Letter Naming ◽  
Short And Long Term ◽  
Intellectual Skills ◽  
Grade One ◽  
Relationship Of ◽  
The Relationship ◽  
Naming Performance

Reports seven-year followup study of 56 Ss to assess contributions of first-grade skills to subsequent reading performance. The Harrison-Stroud Reading Readiness Profiles and WISC were administered to Ss early in first grade to form a pool of 19 skill tests. Multiple regression analyses were used to screen the skill tests to arrive at a set of independent and significant reading predictors. Results showed that two slightly different sets of skills emerged as short- and long-term predictors. In grade one and two, the ability to understand that printed words stand for ideas and the ability to make visual discriminations were important. Information background and reasoning ability emerged as significant predictors for the long term beginning in second and third grades. The ability to name letters proved a significant and independent predictor at every grade level. An analysis of the relationship of letter naming to other skills revealed that letter-naming ability in early first grade was related to a variety of skills involved in the reading process including sensory and intellectual skills. Related research suggested that individual differences in letter-naming performance in kindergarten and early first grade may reflect, in part, maturational differences among children.

Probing the ultrastructure of the mitotic and meiotic spindle in eggs: An expeditious approach based on semi-thin (0.25 μm) serial sections

1983 ◽  
Vol 41 ◽  
pp. 552-555
Author(s):  
Conly L. Rieder ◽  
S. Bowser ◽  
R. Nowogrodzki ◽  
K. Ross ◽  
G. Sluder
Keyword(s):  
Small Sample Size ◽  
Small Sample ◽  
Meiotic Spindle ◽  
Serial Sections ◽  
Mitotic Apparatus ◽  
Thin Sections ◽  
Cell Cycles ◽  
Ultrastructural Studies

Eggs have long been a favorite material for studying the mechanism of karyokinesis in-vivo and in-vitro. They can be obtained in great numbers and, when fertilized, divide synchronously over many cell cycles. However, they are not considered to be a practical system for ultrastructural studies on the mitotic apparatus (MA) for several reasons, the most obvious of which is that sectioning them is a formidable task: over 1000 ultra-thin sections need to be cut from a single 80-100 μm diameter egg and of these sections only a small percentage will contain the area or structure of interest. Thus it is difficult and time consuming to obtain reliable ultrastructural data concerning the MA of eggs; and when it is obtained it is necessarily based on a small sample size.We have recently developed a procedure which will facilitate many studies concerned with the ultrastructure of the MA in eggs. It is based on the availability of biological HVEM's and on the observation that 0.25 μm thick serial sections can be screened at high resolution for content (after mounting on slot grids and staining with uranyl and lead) by phase contrast light microscopy (LM; Figs 1-2).

Validating the Factor Structure of the Stigma of Suicide Scale–Short Form Spanish Version Among Healthcare Students

Crisis ◽  
2020 ◽  
pp. 1-5
Author(s):  
Ruthmarie Hernández-Torres ◽  
Paola Carminelli-Corretjer ◽  
Nelmit Tollinchi-Natali ◽  
Ernesto Rosario-Hernández ◽  
Yovanska Duarté-Vélez ◽  
...  
Keyword(s):  
Factor Structure ◽  
Structural Equation ◽  
Short Form ◽  
Small Sample Size ◽  
Small Sample ◽  
Spanish Version ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Healthcare Students ◽  
Spanish Speaking

Abstract. Background: Suicide is a leading cause of death among Spanish-speaking individuals. Suicide stigma can be a risk factor for suicide. A widely used measure is the Stigma of Suicide Scale-Short Form (SOSS-SF; Batterham, Calear, & Christensen, 2013 ). Although the SOSS-SF has established psychometric properties and factor structure in other languages and cultural contexts, no evidence is available from Spanish-speaking populations. Aim: This study aims to validate a Spanish translation of the SOSS-SF among a sample of Spanish-speaking healthcare students ( N = 277). Method: We implemented a cross-sectional design with quantitative techniques. Results: Following a structural equation modeling approach, a confirmatory factor analysis (CFA) supported the three-factor model proposed by Batterham and colleagues (2013) . Limitations: The study was limited by the small sample size and recruitment by availability. Conclusion: Findings suggest that the Spanish version of the SOSS-SF is a valid and reliable tool with which to examine suicide stigma among Spanish-speaking populations.

An Initial Investigation of Suicide Attempt Disclosures Among US Veterans

Crisis ◽  
2020 ◽  
pp. 1-7
Author(s):  
Brooke A. Ammerman ◽  
Sarah P. Carter ◽  
Heather M. Gebhardt ◽  
Jonathan Buchholz ◽  
Mark A. Reger
Keyword(s):  
Suicide Attempt ◽  
Mental Health Professionals ◽  
Help Seeking ◽  
Psychiatric Treatment ◽  
Small Sample Size ◽  
Romantic Partners ◽  
Small Sample ◽  
Professional Care ◽  
Patient Disclosure ◽  
Previous Suicide Attempt

Abstract. Background: Patient disclosure of prior suicidal behaviors is critical for effectively managing suicide risk; however, many attempts go undisclosed. Aims: The current study explored how responses following a suicide attempt disclosure may relate to help-seeking outcomes. Method: Participants included 37 veterans with a previous suicide attempt receiving inpatient psychiatric treatment. Veterans reported on their most and least helpful experiences disclosing their suicide attempt to others. Results: Veterans disclosed their suicide attempt to approximately eight individuals. Mental health professionals were the most cited recipient of their most helpful disclosure; romantic partners were the most common recipient of their least helpful disclosures. Positive reactions within the context of the least helpful disclosure experience were positively associated with a sense of connection with the disclosure recipient. Positive reactions within the most helpful disclosure experience were positively associated with the likelihood of future disclosure. No reactions were associated with having sought professional care or likelihood of seeking professional care. Limitations: The results are considered preliminary due to the small sample size. Conclusion: Findings suggest that while positive reactions may influence suicide attempt disclosure experiences broadly, additional research is needed to clarify factors that drive the decision to disclose a suicide attempt to a professional.

Investigating the Dynamics of Suicidal Ideation

Crisis ◽  
2018 ◽  
Vol 39 (1) ◽  
pp. 65-69 ◽  
Author(s):  
Nina Hallensleben ◽  
Lena Spangenberg ◽  
Thomas Forkmann ◽  
Dajana Rath ◽  
Ulrich Hegerl ◽  
...  
Keyword(s):  
Suicidal Ideation ◽  
Small Sample Size ◽  
Unipolar Depression ◽  
Small Sample ◽  
History Of ◽  
Severity Of Depression ◽  
Ecological Momentary ◽  
Depressive Episodes ◽  
Ema Method ◽  
Shed Light

Abstract. Background: Although the fluctuating nature of suicidal ideation (SI) has been described previously, longitudinal studies investigating the dynamics of SI are scarce. Aim: To demonstrate the fluctuation of SI across 6 days and up to 60 measurement points using smartphone-based ecological momentary assessments (EMA). Method: Twenty inpatients with unipolar depression and current and/or lifetime suicidal ideation rated their momentary SI 10 times per day over a 6-day period. Mean squared successive difference (MSSD) was calculated as a measure of variability. Correlations of MSSD with severity of depression, number of previous depressive episodes, and history of suicidal behavior were examined. Results: Individual trajectories of SI are shown to illustrate fluctuation. MSSD values ranged from 0.2 to 21.7. No significant correlations of MSSD with several clinical parameters were found, but there are hints of associations between fluctuation of SI and severity of depression and suicidality. Limitations: Main limitation of this study is the small sample size leading to low power and probably missing potential effects. Further research with larger samples is necessary to shed light on the dynamics of SI. Conclusion: The results illustrate the dynamic nature and the diversity of trajectories of SI across 6 days in psychiatric inpatients with unipolar depression. Prediction of the fluctuation of SI might be of high clinical relevance. Further research using EMA and sophisticated analyses with larger samples is necessary to shed light on the dynamics of SI.

Participant Reactions to Suicide-Focused Research

Crisis ◽  
2020 ◽  
Vol 41 (5) ◽  
pp. 367-374
Author(s):  
Sarah P. Carter ◽  
Brooke A. Ammerman ◽  
Heather M. Gebhardt ◽  
Jonathan Buchholz ◽  
Mark A. Reger
Keyword(s):  
Medical Records ◽  
Research Study ◽  
Small Sample Size ◽  
Psychiatric Inpatient ◽  
Small Sample ◽  
Inpatient Unit ◽  
Online Laboratory ◽  
Psychiatric Inpatient Unit ◽  
Before And After ◽  
Participant Reactions

Abstract. Background: Concerns exist regarding the perceived risks of conducting suicide-focused research among an acutely distressed population. Aims: The current study assessed changes in participant distress before and after participation in a suicide-focused research study conducted on a psychiatric inpatient unit. Method: Participants included 37 veterans who were receiving treatment on a psychiatric inpatient unit and completed a survey-based research study focused on suicide-related behaviors and experiences. Results: Participants reported no significant changes in self-reported distress. The majority of participants reported unchanged or decreased distress. Reviews of electronic medical records revealed no behavioral dysregulation and minimal use of as-needed medications or changes in mood following participation. Limitations: The study's small sample size and veteran population may limit generalizability. Conclusion: Findings add to research conducted across a variety of settings (i.e., outpatient, online, laboratory), indicating that participating in suicide-focused research is not significantly associated with increased distress or suicide risk.

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