Search results for "reading skills"
showing 10 items of 83 documents
Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school
2016
This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of mu…
The acquisition of early reading skills : the influence of the home environment in Lusaka, Zambia
2014
Early prediction of reading : phonological awareness and related language and cognitive skills in children with a familial risk for dyslexia
2007
PsL Anne Puolakanaho selvitti väitöstutkimuksessaan, miten leikki-ikäisten 3 - 5-vuotiaiden lasten kielelliset ja kognitiiviset taidot ovat yhteydessä lukemisen virheettömyyteen ja sujuvuuteen kouluiässä. Puolakanaho tutki myös, missä määrin dysleksiaa eli sitkeää lukemisvaikeutta voidaan ennakoida lapsikohtaisesti, yksilöllisten riskitekijöiden perusteella jo huomattavasti ennen esikouluikää. Aiemmin lukutaitoa ennustavaa tutkimusta on tehty vanhemmilla lapsilla ja lähinnä kirjoitusjärjestelmältään epäsäännöllisessä englannin kielessä. - Myös kirjoitusjärjestelmältään säännönmukaisessa suomen kielessä leikki-ikäisten fonologis-kielelliset taidot kuten kyky tunnistaa puheesta tavuja ja äänt…
Angļu valodas lasīšanas mācību materiālu teorētiskā pamatojuma analīze
2022
Lasīšanas prasmju un iemaņu attīstīšana ietver vairākas lingvistikas dimensijas, tāpēc efektīvu valodas mācību materiālu izstrāde ir ļoti svarīga, lai apgūtu lasītprasmi. Šī pētījuma mērķis ir noskaidrot, vai ievērojamu izdevniecību mācību materiāli atbilst lasītprasmes attīstības teorētiskajam ietvaram. Kā līdzeklis pētījuma mērķa sasniegšanai tiek izmantota B1/Intermediate līmeņa mācību materiālu uzdevumu kvalitatīvā teorētiskā pamatojuma analīze. Pētījuma rezultāti atklāj, ka publicētajos lasīšanas mācību materiālos tiek izmantoti dažādi līdzekļi, lai atbalstītu izglītojamo lasīšanas paņēmienu izpēti un vingrināšanu. Tiek secināts, ka analizētie uzdevumi atbilst teorētiskajām atziņām un …
Prāta vingrinājumu izmantošana lasītprasmes veicināšanā 5-6 gadus veciem bērniem
2022
Diplomdarba nosaukums: “Prāta vingrinājumu izmantošana lasītprasmes veicināšanā 5 – 6 gadus veciem bērniem” Diplomdarba autore: Maija Antīpina Diplomdarba vadītāja: Dr.paed. Sarmīte Tūbele Pētījuma mērķis: teorētiski izzināt un praktiski pārbaudīt prāta vingrinājumu izmantošanu lasītprasmes veicināšanai 5 – 6 gadus veciem bērniem. Pētījuma hipotēze: 5 – 6 gadus veciem bērniem lasītprasmes veicināšanas process būs sekmīgāks, ja tiks ievērotas bērna vecumposma attīstības īpatnības un tiks izmantoti prāta vingrinājumi. Teorētiskajā daļā darba autore pētījusi un analizējusi dažādu autoru – psihologu, pedagogu un logopēdu zinātniskās atziņas par 5 – 6 gadus vecu bērnu attīstību kopumā, kustī…
Games for enhancing basic reading and maths skills : A systematic review of educational game design in supporting learning by people with learning di…
2018
Embedding Preschool Assessment Methods into Digital Learning Games to Predict Early Reading Skills
2017
The aim of this pilot study was to explore the predictive accuracy of computer-based assessment tasks (embedded within the GraphoLearn digital learning game platform) in identifying slow and normal readers. The results were compared to those obtained from the traditional paper-and-pencil tasks currently used to assess school readiness in Finland. The data were derived from a cohort of preschool-age children (mean age 6.7 years, N = 57) from a town in central Finland. A year later, at the end of first grade, participants were categorized as either slow (n = 11) or normal readers (n = 46) based on their reading scores. Logistic regression analyses indicated that computer tasks were as efficie…
NARRATIVE PRACTICES AND EMERGENT LITERACY: A LABORATORY FOR THE DEVELOPMENT
2015
Teachers begin activities on the written language already in the years when the children attend the kindergarten, in advance of planned systematic intervention in the first year of primary school. Study of the construction of the written language has highlighted how children want to penetrate the secrets that lie behind the written words and master the operating techniques. The first linguistic, symbolic and pragmatic experiences of a child play a decisive role in the following learning of reading and writing skills, influencing significantly the first textual competences and the motivation to the written code, the rate at which children learn the code and use it in the proper way. Research…
Reading comprehension from grade 1 to 6 in two shallow orthographies: comparison of Estonian and Finnish students
2018
The aim was to examine reading comprehension among elementary school students in two shallow orthographies, Estonian and Finnish. Participants were 619 Estonian children (50% boys) and 292 Finnish children (52% boys) whose reading comprehension was assessed in first, second, third, and sixth grades. The results showed that reading comprehension among Estonian and Finnish children was at a similar level by the end of first grade but Finnish children started to have better performance from second grade onward. These findings suggest that the roots of Finnish students’ strong reading skills are nurtured from the very beginning of elementary school. The potential cross-country differences in re…
The outcomes of national literacy programs on basic reading skills in familiar language among Zambian early graders
2016
In Zambia the Ministry of General Education implemented two national literacy programs in order to improve low levels of reading; the Primary Reading Program (PRP) implemented from 1999 to 2014 and the Primary Literacy Program (PLP) piloted in some schools in 2014 before being scaled up. This research examines the acquisition of basic reading skills among learners in familiar languages at the end of grade 2 in the two national literacy programs. I examined assessment results separately for each program and compared the two with each other. Outcomes were observed on the basis of the Early Grade Reading assessment test battery given to random samples of children (n=393) in 40 schools from 4 d…