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Wheeler, N. Jill. "Test of Early Reading Ability – 2." Diagnostique 24, no. 1-4 (March 1999): 229–40. http://dx.doi.org/10.1177/153450849902401-420.
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Bowey, Judith A., and Rinu K. Patel. "Metalinguistic ability and early reading achievement." Applied Psycholinguistics 9, no. 4 (December 1988): 367–83. http://dx.doi.org/10.1017/s0142716400008067.
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ABSTRACTThis study explored the conceptual status of metalinguistic ability by determining whether or not metalinguistic ability can account for variation in early reading achievement independently of more general language abilities. First-grade children were given a test battery assessing phonemic awareness, syntactic awareness, receptive vocabulary, syntactic proficiency, word decoding ability, and reading comprehension ability. Strong zero-order correlations were observed among all experimental measures. However, multiple regression analyses revealed that metalinguistic ability did not contribute to the prediction of early reading achievement when general language ability effects were statistically controlled.
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Barnett, Rita M., and David W. Barnett. "Book Review: Test of Early Reading Ability-2 (TERA-2)." Journal of Psychoeducational Assessment 10, no. 4 (December 1992): 384–88. http://dx.doi.org/10.1177/073428299201000411.
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Shatil, Evelyn, and David L. Share. "Cognitive antecedents of early reading ability: A test of the modularity hypothesis." Journal of Experimental Child Psychology 86, no. 1 (September 2003): 1–31. http://dx.doi.org/10.1016/s0022-0965(03)00106-1.
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Janawati, Desak Putu Anom, and I. Made Eka Sulantara. "An Analysis of Early Reading Ability of Class 1 in Elementary School." Pedagogia : Jurnal Pendidikan 10, no. 1 (December 21, 2020): 43–49. http://dx.doi.org/10.21070/pedagogia.v10i1.630.
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This study aimed at describing students’ ability of early reading in SD Negeri 3 Ubud. This is a qualitative descriptive research. The samples were all of class I in total of 22 students comprising of 11 males and 11 females. The data were collected by using observation sheet and test of early reading ability. The data were analyzed by using Likert scale. The research finding showed that students’ ability of early reading of class I in SD Negeri 3 Ubud was categorized as good (B) with 85% percentage.
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Wiratsiwi, Wendri. "INITIAL ABILITY READING JAVANESE SCRIPT TO PARTICIPANTS IN CLASS IV SDN KUTOREJO I TUBAN ON MATERIAL SANDHANGAN." JURNAL PENDIDIKAN DASAR NUSANTARA 4, no. 1 (July 10, 2018): 101. http://dx.doi.org/10.29407/jpdn.v4i1.12204.
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A preliminary research was conducted which was aimed to determine the ability of early reading of Javanese literacy students class IV SDN Kutorejo I Tuban on sandhangan material consisting of three indicators namely the accuracy of voicing writing, pronunciation, and fluency. This preliminary research is part of the interactive multimedia development research of Arawa (Aplikasi Aksara Jawa) for learning reading Javanese script of sandhangan material. The first literacy test of Javanese literacy test consists of 10 words of Javanese script that has been added with sandhangan swara, sandhangan wyanjana, and sandhangan penyigeg-wanda. Early reading ability of Javanese script analyzed is reading skill of Javanese learner of class IV student of SDN Kutorejo I Tuban academic year 2017/2018 before implemented an interactive multimedia development Arawa (Aplikasi Aksara Jawa) that allegedly can improve the reading ability of Javanese learner. The result of the analysis showed that the early reading ability of students in grade IV of SDN Kutorejo I which got the score of KKM or ≥ 70 was 27.02% (10 students) with the highest score 82 and 72,98% (27 students) below 70 with the lowest score of 25
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Zulhendri, Zulhendri, and Jhoni Warmansyah. "The effectiveness of the Multisensory Method on Early Reading Ability in 6-7 Years Old Children." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 1 (June 4, 2020): 257. http://dx.doi.org/10.31004/obsesi.v5i1.568.
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Early reading is an important primary capital that students have in conducting their academic knowledge, but there are still many elementary school students who have not mastered the skills. Using the right reading method can support children's skills in reading. The purpose of the study is to determine the effectiveness of the Multisensory method on the early reading skills in 6-7 years old children of the State Elementary School 10 Ganting Bigau and the State Elementary School 19 Koto Tuo, the Sulit Air Village, District X Koto diatas, the Regency of Solok. Withdrawal of samples with simple random sampling technique. Data collection is conducted by adapting instruments from ERSI (The Early Reading Screening Instrument). The data analysis technique is an independent T-test that is to see a comparison of differences in the average score. The results showed that the Multisensory method was effective in developing early reading skills in Grade 1 students at elementary school. The use of multisensory reading methods can be an alternative to the choice of reading by the teacher in improving the student's initial reading.
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Menyuk, Paula, Marie Chesnick, Jacqueline Weis Liebergott, Blanche Korngold, Ralph D'Agostino, and Albert Belanger. "Predicting Reading Problems In At-Risk Children." Journal of Speech, Language, and Hearing Research 34, no. 4 (August 1991): 893–903. http://dx.doi.org/10.1044/jshr.3404.893.
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This study was designed to determine early predictors of reading problems in children at risk for such problems. Three groups of children participated in the study: those with a specific language impairment; those who presumably had a language delay or disorder early in life and had no or a mild disorder at present; and a group of premature children. The data collected were standard speech and language test measures, given as the children entered the study, measures of language metaprocessing abilities on an experimental battery, given 6 months after they entered the study; and standard measures of reading, given when the children were aged 80 to 96 months. Many significant relations were found between measures of oral language ability and meta-processing ability at an earlier age and reading ability in first and second grade. The language processing battery scores accounted for a somewhat greater amount of variance on the reading tests than did the scores on the standard language tests. Three ability groups, comparatively high, middle, and low, were found in the population as a result of cluster analysis. Some premature children and some children with early language disorder or mild language disorder at entry into the study, as well as most SLI children, were members of the low language-ability group. These data were then examined to see if membership in the low language-ability group, as measured by either standard speech and language tests or the language meta-processing battery predicted at-risk reading performance on the WRAT. Forty-six children were found to be at risk by this test. Twenty-one of the children were identified by either set of measures, an additional 10 were identified by the language meta-processing measures alone, an additional 3 by the intake measures alone, and 12 of the children were not identified by either set of measures as potential problem readers. The results indicate that early measures of language awareness are good predictors of later reading performance but that different measures of this awareness are good predictors for different children.
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Huff, Elisa G., Jess Dancer, Shanda Diane Evans, and Allison Christine Skoch. "Validity and Reliability of the Test of Early Reading Ability-Second Edition with Preschool Age Children." Perceptual and Motor Skills 102, no. 1 (February 2006): 288–90. http://dx.doi.org/10.2466/pms.102.1.288-290.
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Yap, Jia Rong, and Mellisa Lee Lee Chin. "Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 1–18. http://dx.doi.org/10.26803/ijlter.19.10.1.
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Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.
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Hong, Yihua, and Guanglei Hong. "Schools With Test-Based Promotion: Effects on Instructional Time Allocation and Student Learning in Grade 3." AERA Open 7 (January 2021): 233285842097916. http://dx.doi.org/10.1177/2332858420979167.
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This study is focused on the threat of retention associated with test-based promotion in Grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998–1999 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in Grade 3. On average, the policy did not produce significant differences in third graders’ reading and math learning. However, there seemed to be a notable increase in the proportion of students who achieved an at or above-average proficiency level in Grade 3 math. In both reading and math, the test-based promotion seemingly benefited students at the average or lower than average ability levels. In contrast, there was no evidence that the policy had an impact on students at the two ends of the ability distribution. We discussed the implication of the findings for the current design and implementation of test-based promotion in early grades.
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Aristyasari, Yunita Furi, and Chusnul Azhar. "STUDI KOMPARASI METODE IQRO� DAN METODE SEPULUH JAM BELAJAR MEMBACA ALQURAN DALAM PEMBELAJARAN BACA TULIS ALQURAN." Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam 3, no. 2 (August 29, 2020): 1. http://dx.doi.org/10.30659/jspi.v3i2.5074.
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Reading the Qur'an properly is an obligation for a Muslim. Therefore, every Muslim needs guidance in reading the Qur'an from an early age. However, reality shows that not a few adults are not able to read the Qur'an in accordance with the rules of recitation. In an effort to improve the ability to read and write al-Qur'an, the Institute for Islamic Studies and Practicing has used several methods, namely the Iqro method and the ten-hour of reading Qur�an learning method. This study aims to: first, determine the effectiveness of the Iqro and the ten-hour of reading Qur�an learning method on the reading and writing Qur�an ability of Faculty of Engineering students. Second, the difference in the influence of the two methods on the reading and writing Qur�an ability of Faculty of Engineering students. This study uses a quantitative approach with a different test technique using the Mann-Whitney test because the normality test shows abnormal data. The results showed that H1 was accepted, namely the Iqro method and the ten-hour reading Qur�an learning method significantly in improving the literacy skills of Faculty of Engineering students Muhammadiyah University, Yogyakarta. A comparison test between the two methods also shows that H1 is accepted, which is the ten-hour reading Qur�an learning method more significantly in improving the ability of reading and writing the Qur'an.�Keywords: Iqro� method, Ten-hour of reading Qur�an learning method, reading and writing Qur�an learning
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McQueen, Joy. "Rasch scaling." Australian Review of Applied Linguistics. Series S 13 (January 1, 1996): 137–87. http://dx.doi.org/10.1075/aralss.13.07mcq.
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Abstract This paper describes a methodology for exploring the validity of the Rasch scaling procedure in relation to a multiple-choice test of reading Chinese as a foreign language. The validation procedure involved a post hoc content analysis of test items to identify factors which the research literature on early reading indicated were likely to be related to item difficulty. A comparison was then made between these difficulty factors and the item-difficulty ranking produced by a Rasch analysis of test items. The analysis revealed that the dimension mapped out by the Rasch scaling (and to some extent the corresponding wording of the reporting descriptors) does indeed reflect certain elements thought to be related to early reading ability.
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Reifinger, James L. "The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills, and Academic Ability in Children." Journal of Research in Music Education 66, no. 1 (February 13, 2018): 71–91. http://dx.doi.org/10.1177/0022429418756029.
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This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel’s shared syntactic integration resource hypothesis and the need to advocate for music education programs.
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Robertson, Erin K., and S. Hélène Deacon. "Morphological awareness and word-level reading in early and middle elementary school years." Applied Psycholinguistics 40, no. 4 (May 3, 2019): 1051–71. http://dx.doi.org/10.1017/s0142716419000134.
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AbstractWe examined whether morphological awareness made a significant contribution to word-level reading across Grades 1 to 4. We test these relations specifically in a task measuring awareness of past-tense forms. A total of 375 children from Grades 1 to 4 completed tasks assessing past-tense morphological awareness along with real word and pseudoword reading. Children also completed control measures assessing phonological awareness, phonological short-term memory, sentence-level language skills, and nonverbal cognitive ability. After these controls, past-tense morphological awareness was a significant predictor of real word reading in Grades 1 and 2, but not in Grades 3 and 4. Further, following on all controls, past-tense morphological awareness was a consistent predictor of pseudoword reading across Grades 1 to 4. Morphological awareness, at least as measured with past-tense verbs, appears to have a role in word reading across the early to middle elementary school grades; for young readers, there are relations to reading of both known and novel words, and for older readers, relations are significant specifically in reading novel words. These findings are discussed within the context of theories of word reading development.
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Aba bahrun Mustofa, Muhamad, and Tatik Mukhoyyaroh. "Efektivitas Metode Multisensory dalam Meningkatkan Kemampuan Memulai Membaca Pada Anak Tunagrahita Ringan." Jurnal Intervensi Psikologi (JIP) 12, no. 2 (December 25, 2020): 139–52. http://dx.doi.org/10.20885/intervensipsikologi.vol12.iss2.art6.
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This study aims to test the effectiveness of the multisensory method of early reading skills in children with mild mental retardation in grade VI at SLB (Special School) Bina Bangsa, Ngelom, Taman, Sidoarjo. The research method used in this research is the Single Subject Research (SSR) experimental method with the ABA design model. The subject in this study was a grade 6 student with mental retardation at Special School (SLB) Bina Bangsa, Ngelom, Taman, Sidoarjo. The data collection technique used in this study was an initial reading ability test. The data analysis technique in this research is descriptive statistical data analysis techniques with data analysis in conditions and between conditions. The results of this study indicate that the multisensory method is effective in improving early reading skills in mildly retarded children.
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Liu, Baogen, Feifei Li, Hui Jiang, and Justice M. Laura. "Associations between young children’s print fixations during book reading and their early literacy skills." Journal of Chinese Writing Systems 4, no. 1 (January 23, 2020): 45–56. http://dx.doi.org/10.1177/2513850219888031.
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In the current study, the potentially causal association between young children’s fixations on print and their early literacy ability was explored. The primary purpose was to determine the potentially reciprocal relations between print fixations and literacy abilities, such that print fixations and early literacy skills reciprocally enhance one another rather than one having a direct effect on the other (e.g., fixation on print leads to improvement in early literacy skills). Visual fixations on print for 95 Chinese children ranging in age from 4 to 6 years were recorded using an eye tracker, and their early literacy abilities (vocabulary, orthographic awareness and reading ability) were concurrently examined. Results of structural equation models designed to test different pathways through which print fixations and early literacy skills are related revealed that the reciprocal relationship between print fixations and early literacy skills was not supported, and that fixations on print seem to have a direct effect on children’s literacy skills.
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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (April 1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.
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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.
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Huang, H. S., and J. Richard Hanley. "A Longitudinal Study of Phonological Awareness, Visual Skills, and Chinese Reading Acquisition among First-graders in Taiwan." International Journal of Behavioral Development 20, no. 2 (February 1997): 249–68. http://dx.doi.org/10.1080/016502597385324.
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The main purpose of this study was to investigate whether a child’s phonological awareness and visual skills before instruction in school had any predictive power for later Chinese reading ability among 1st-graders in Taiwan. The study also examined the extent to which phonological awareness and visual skills varied in three separate testing sessions during the 1st grade. These testing sessions took place just before the children had learned the alphabetic system Zhu-Yin-Fu-Hao, immediately after the children had learnt Zhu-Yin-Fu-Hao, and, finally, at the end of the first year of schooling. Forty 6-year-old Chinese children from Taiwan took part in the study. The test materials included a Chinese Characters Reading Test, a set of Phonological Awareness tests, a Visual Paired Associates learning test, and a vocabulary and IQ test. Phonological awareness at the first testing session was found to be significantly related to the ability to read Chinese characters at the end of the first year. However, the predictive power of early phonological awareness decreased markedly when the effects of preschool reading scores were partialled out. Therefore, the study provided evidence that phonological processes are significantly related to success in the first year of Chinese reading, but was unable to establish whether or not differences in phonological skills are a cause of differences in the reading ability of Chinese children. In addition 10 weeks of instruction in Zhu-Yin-Fu-Hao led to an increase in performance on all tests of phonological awareness. This is consistent with the view that learning an alphabetic script improves phonological awareness ability.
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DEACON, S. HÉLÈNE, ADRIAN PASQUARELLA, EVA MARINUS, TALISA TIMS, and ANNE CASTLES. "Orthographic processing and children’s word reading." Applied Psycholinguistics 40, no. 2 (November 23, 2018): 509–34. http://dx.doi.org/10.1017/s0142716418000681.
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ABSTRACTTheories of reading development generally agree that, in addition to phonological decoding, some kind of orthographic processing skill underlies the ability to learn to read words. However, there is a lack of clarity as to which aspect(s) of orthographic processing are key in reading development. We test here whether this is orthographic knowledge and/or orthographic learning. Whereas orthographic knowledge has been argued to reflect a child’s existing store of orthographic representations, orthographic learning is concerned with the ability to form these representations. In a longitudinal study of second- and third-grade students, we evaluate the relations between these two aspects of orthographic processing and word-reading outcomes. The results of our analyses show that variance captured by orthographic knowledge overlaps with that of word reading, to the point that they form a single latent word-reading factor. In contrast, orthographic learning is distinctive from this factor. Further, structural equation modeling demonstrates that early orthographic learning was related to gains in word reading skills. We discuss the implications of these findings for theories of word-reading development.
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Rigney, Alexander M. "Test Review: D. K. Reid, W. P. Hresko, and D. D. Hammill Test of Early Reading Ability-Fourth Edition. Austin, TX: Pro-Ed, 2018." Contemporary School Psychology 24, no. 1 (November 26, 2018): 102–5. http://dx.doi.org/10.1007/s40688-018-00219-8.
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Bambo, Maria P., Blanca Ferrandez, Noemi Güerri, Isabel Fuertes, Beatriz Cameo, Vicente Polo, Jose M. Larrosa, and Elena Garcia-Martin. "Evaluation of Contrast Sensitivity, Chromatic Vision, and Reading Ability in Patients with Primary Open Angle Glaucoma." Journal of Ophthalmology 2016 (2016): 1–6. http://dx.doi.org/10.1155/2016/7074016.
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Purpose. To compare contrast sensitivity, acquired color vision deficiency, and reading ability in patients with glaucoma at different stages of the disease and to establish correlations between visual field parameters and visual function scores.Methods. This prospective cross-sectional study included 121 glaucoma patients. Subjects with a diagnosis of chronic open angle glaucoma were recruited and classified according to Hodapp-Parrish-Anderson criteria. Patients with severe visual field defects were excluded because they were older, which could bias the interpretation of visual function tests. Contrast sensitivity was measured using the Pelli-Robson Chart and the CSV1000E test. Chromatic vision was evaluated using the Farnsworth-panel D15 and the L’Anthony D15 tests of Vision Color Recorder software. Reading ability was measured using Radner-Vissum test.Results. Contrast sensitivity (with photopic and mesopic luminance with glare) differed significantly between patients with early and moderate visual field defects (p<0.05). Reading ability scores and results of the chromatic vision tests did not differ significantly between the two groups. Significant and moderate Spearman correlations between visual field indexes and contrast sensitivity tests were detected.Conclusions. Contrast sensitivity was significantly worse in patients with moderate glaucoma compared to those with early-stage glaucoma. Evaluation of visual function in clinical practice provides important information to address a glaucoma patient’s vision complaints.
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Kamtini, Kamtini, Salsabila Hasiana Tanjung, and Eva Eriani. "Mengenalkan Warna Melalui Model Pembelajaran Picture and Picture Pada Anak Usia Dini." Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling 4, no. 02 (July 31, 2021): 81–90. http://dx.doi.org/10.46963/mash.v4i02.233.
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Cognitive abilities include various things, one of which is the ability to recognize colors. However, the ability to recognize colors is less often ruled out by educators and parents. This can be seen from learning that pays more attention to early reading and arithmetic skills. In fact, the ability to recognize colors is a very important aspect of children's brain development. This research was conducted in order to see the role of picture and picture learning in stimulating children to recognize colors. This research is quantitative research using a quasi-experimental method with one group time-series test. The data obtained were analyzed using a regression test to see the effect of the treatment given. The results showed a significance value of 0.00 which was smaller than 0.05, which means the picture and picture learning model has a significant effect on the ability to recognize colors in early childhood.
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Green, Katherine B., Peggy A. Gallagher, and Lynn Hart. "Integrating Mathematics and Children’s Literature for Young Children With Disabilities." Journal of Early Intervention 40, no. 1 (October 28, 2017): 3–19. http://dx.doi.org/10.1177/1053815117737339.
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Math skills are critical for children’s future success in school, as school-entry math knowledge is the strongest predictor of later academic achievement. Although there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities. This quasi-experimental study with 50 preschool aged children with disabilities examined the effects of an intervention that integrated mathematics and literature on early numeracy skills. The intervention was conducted 3 days per week for 6 weeks, and consisted of an interactive shared storybook reading including mathematical content through scripted questioning and discussions and story-related mathematical activities after the reading of the story. Children who received the intervention scored significantly higher than the comparison group in total math ability, quantity comparison, one-to-one correspondence counting, and oral counting as measured by scores on the Test of Early Mathematics Ability, Third Edition (TEMA-3) and the Individual Growth & Development Indicators Early Numeracy (IGDIS-EN).
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Sanoe, Beatrix Carnatia, Sri Tiatri, and Soemiarti Patmonodewo. "EFEKTIVITAS PELATIHAN BUNYI HURUF DALAM MENINGKATKAN KEMAMPUAN MEMBACA AWAL SISWA SEKOLAH DASAR." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 3, no. 2 (November 29, 2019): 440. http://dx.doi.org/10.24912/jmishumsen.v3i2.6022.
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Penelitian ini bertujuan untuk mengetahui Apakah pelatihan bunyi huruf efektif dapat meningkatkan kemampuan membaca permulaan pada Siswa kelas 1 Sekolah Dasar. Pelatihan Bunyi Huruf ini mengacu pada teori Phonological Awareness dari Torgessen dan Wagner (1998) Phonological Awarenes adalah sensitivitas atau kesadaran eksplisit seseorang yang meliputi kemampuan mendengar, melihat, memikirkan atau memanipulasi struktur bunyi dari kata-kata dalam bahasanya. Subyek dalam penelitian ini sebanyak 12 siswa kelas 1 SD yang belum lancar membaca. Siswa tersebut dibagi mejadi 2 kelompok yaitu kelompok kontrol dan kelompok eksperimen. Alat pengumpulan data yang digunakan sebagai test yang pada pretest dan postest adalah EGRA (Early Grade Reading Assessment). Pelatihan Bunyi Huruf dilakukan sebanyak 8 kali pertemuan, dan hasil penelitian menunjukan adanya peningkatan skor kemampuan membaca yang sangat signifikan pada kelompok eksperimen setelah diberikan pelatihan bunyi huruf. Disimpulkan bahwa pelatihan bunyi huruf terbukti efektif dalam meningkatkan kemampuan siswa sekolah dasar. This study aims to find out whether effective letter sound training can improve initial reading skills in Grade 1 Elementary School students. This Letter Sound Training refers to the Phonological Awareness theory of Torgessen and Wagner (1998) Phonological Awareness is the sensitivity or explicit awareness of a person which includes the ability to hear, see, think or manipulate the sound structure of words in the language. The subjects in this study were 12 grade 1 elementary school students who had not read fluently. The students were divided into 2 groups, namely the control group and the experimental group. The data collection tool used as a test at the pre-test and post-test was EGRA (Early Grade Reading Assessment). Letter Sounding Training was conducted in 8 meetings, and the results of the study showed a very significant increase in the reading ability score in the experimental group after being given letter sound training. It was concluded that letter sound training proved effective in improving the ability of elementary school students
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Barbosa-Pereira, Drielle, Pedro S. R. Martins, Amanda P. L. Guimarães, Emanuelle de O. Silva, Luana T. Batista, Vitor G. Haase, and Júlia B. Lopes-Silva. "How Good Is the Phoneme Elision Test in Assessing Reading, Spelling and Arithmetic-Related Abilities?" Archives of Clinical Neuropsychology 35, no. 4 (January 22, 2020): 413–28. http://dx.doi.org/10.1093/arclin/acz085.
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Abstract Objective The aim of this study was to investigate the psychometric properties and diagnostic accuracy of phoneme elision task (PET). Method We assessed cross-sectionally 470 Brazilian children (54.3% girls) aged between 7 and 11 years (mean age = 8.83, sd = 0.85), from the 2nd to 4th grades. Children were assessed in their phonemic awareness ability, as well as intelligence, general school achievement, both verbal and visuospatial working memory, single-word reading, and nonsymbolic magnitude comparison. Beyond the psychometric properties and diagnostic accuracy of PET, we also provided reference values. Results Our data suggest that PET is composed mainly of one single construct, with high item reliability and precision (KR-20 above 0.90). In general, items have acceptable discriminability, considering item-total correlations. Overall PET is generally a good screening tool for reading and spelling difficulties (SD), as well as to identify children with learning difficulties in the early grades. However, it is not a reliable measure for screening math learning difficulties. Finally, PET shows good convergent and divergent validity. Conclusions We provide evidence about the psychometric properties and diagnostic accuracy of a PET. Results contribute to the assessment of phonemic awareness in Brazilian children, in both clinical and research contexts. The PET can be used as a screening tool for reading and SD, which could lead to early interventions.
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Suheri, Ukan. "Improving Mathematical Communication Ability and Self Confidence of Junior High School Students Through Learning Transactional Reading Strategy." Mathematics Education Journal 2, no. 2 (August 28, 2018): 91. http://dx.doi.org/10.22219/mej.v2i2.6493.
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This study is a quasi experiment that aims to determine whether theachievement and improvement of students' mathematical communicationskills and confidence of students who get the Learning TransactionalReading Strategy is better than the ordinary study reviewed overall andKAM categories. Alternative approach applied is Learning TransactionalReading Strategy. The research method used is quasi experimental methodwith the population of junior high school students in Bandung. While thesample is taken from class VII as much as two classes are randomlyselected from 9 classes. Before doing the research the first test ofprerequisite or Early Mathematical Ability (KAM) is done. At thebeginning and end of the learning the two experimental and control classeswere given a test and attitude questionnaire. The data collection in thisresearch is in the form of test which contains 6 description questions formathematical communication ability and 30 attitude questionnaires ofstudent's self confidence .The score data of each capability was analyzed by descriptive andinferential statistic using the difference test of two averages. Based on theresults of the study, both the results of data analysis and hypothesis testing,the author concludes that the improvement of mathematical communicationskills of students who get the learning transactional reading strategy isbetter than the improvement of students' communication skills learningusing ordinary learning reviewed overall and KAM category is medium.While the self-confidence of students who get the learning transactionalreading strategy is better than the students' self-confidence who getordinary learning reviewed overall and categories of high, medium and lowKAM.
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Makin, Stephen DJ, Fergus N. Doubal, Kirsten Shuler, Francesca M. Chappell, Julie Staals, Martin S. Dennis, and Joanna M. Wardlaw. "The impact of early-life intelligence quotient on post stroke cognitive impairment." European Stroke Journal 3, no. 2 (January 8, 2018): 145–56. http://dx.doi.org/10.1177/2396987317750517.
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Background Cognitive impairment can complicate minor stroke, but there is limited information on risk factors including peak cognitive ability earlier in life. Methods We recruited patients with clinically-evident lacunar or minor non-lacunar ischaemic stroke, recorded clinical features, vascular risk factors, magnetic resonance imaging-detected stroke sub-type and small vessel disease burden. At 1–3 and 12 months after stroke, we assessed educational attainment (years of education), current cognition (Addenbrooke’s Cognitive Examination–Revised), pre-morbid intelligence (National Adult Reading Test) and dependency (modified Rankin Scale). Results We recruited 157 patients (87 lacunar, 64 non-lacunar ischaemic strokes), median age 66 (inter-quartile range 56–74) years, 36/157 (23%) patients had a Addenbrooke’s Cognitive Examination–Revised score < 82 at one to three months, 29/151 (19%) had a Addenbrooke’s Cognitive Examination–Revised < 82 at one year. Lower National Adult Reading Test score (cognitive impairment per point on National Adult Reading Test odds ratio 0.91, 95% confidence interval 0.87, 0.95) and older age (per year of age odds ratio 1.04 (95% confidence interval 1.01, 1.08) predicted one-year cognitive impairment more than stroke severity (per point on National Institute of Health Stroke Scale odds ratio 0.96 (95% confidence interval 0.0.68, 1.31)) or vascular risk factors e.g. hypertension (odds ratio for diagnosis of hypertension 0.52 (95% confidence interval 0.24, 1.15). Cognitive impairment was associated with having more white matter hyper-intensities (odds ratio per point increase in Fazekas score 1.42, 95% confidence interval 1.11, 1.83). Discussion This observational study provides evidence that pre-morbid intelligence quotient and education predict cognition after stroke, and confirms the association between cognitive impairment and small vessel disease. Conclusion Pre-morbid intelligence should be considered in future studies of post-stroke cognition.
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Wahyudin, Erik. "PENGARUH MEDIA FLIPCHART TERHADAP KEMAMPUAN MEMBACA ANAK USIA DINI KELOMPOK B TK NEGERI PEMBINA CIAWIGEBANG." JURNAL PAUD AGAPEDIA 1, no. 2 (December 27, 2017): 137–43. http://dx.doi.org/10.17509/jpa.v1i2.9353.
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Flipchart is a sheet of an album or calendar that is a bit larger than flipbook, arranged and tied in an order at the top. The paper sheet can be used as a media of teaching and learning, and may be considered as a replacement for the chalkboard or whiteboard. If a sheet is filled up with learning messages, it can be flipped over and the next sheet can be filled with new learningmessages. Flipchart media can only be used for a student group that contains approximately 30 people. This media can be filled with message in the form of letters, drawings, diagrams and figures. Reading for children of kindergarten is basic reading which is one of the aspects of language development that should be developed in kindergarten in her activities such as mentioning vowels and consonants, reading images that have a sentence or a simple word, mentioning objects that have the same sound of the beginning letter, and connecting images with the words. This study aimed to determine (a) the reading ability of early childhood kindergarten Pembina Group B Ciawigebang before the application of flipchart media. (b) the flipchart media application in learning to read in early childhood of Pembina kindergarten Group B Ciawigebang. (c) the flipchart media influence on early childhood reading ability in Pembina kindergarten Group B Ciawigebang. This study used a quantitative approach with the experimental method. The subjects in this study were 24 children in Pembina kindergarten Group B Ciawigebang. Data were collected through observation, testing and documentation. Data were analyzed using t-test. The results of the average post-test are 13 with an increase of 2.2 higher than the average value of the 10.8 pre-test. Based on the results of pre-test and post-test, 12.99 is obtained for tcount value with df = 23, consulted with ttable value at 5% significance level, it is obtained a result of 2.07. These results indicate tcount is greater than the value ttable (12.99 2.07). Ho was rejected and Ha was accepted. It means that flipchart media affected positively on reading ability of early childhood in Pembina kindergarten Group B Ciawigebang.Flipchart adalah lembaran kertas berbentuk album atau kalender yang berukuran agak besar dari flipbook, yang disusun dalam urutan yang diikat pada bagian atasnya. Lembaran kertas tersebut dapat dijadiakan sebagai media pengajaran dan pembelajaran, dan mungkin bisa dianggap sebagai pengganti papan tulis atau white board. Jika lembaran demi lembaran tersebut sudah habis terisi dengan pesan pembelajaran, maka lembaran itu bisa dibalik, kemudian lembar dibaliknya yang masih kosong tersebut bisa diisi dengan pesan pembelajaran. Media ini hanya bisa digunakan untuk kelompok siswa yang berisi sekitar 30 orang. Media flipchart bisa diisi pesan dalam bentuk huruf, gambar, diagram dan angka. Membaca bagi anak Taman Kanak-kanak adalah membaca permulaan yang merupakan salah satu dari aspek perkembangan bahasa yang harus dikembangkan di Taman Kanak-kanak dalam kegiatannnya menyebutkan huruf vokal dan konsonan, membaca gambar yang memiliki kalilmat atau kata sederhana, menyebutkan benda yang memiliki bunyi huruf awal yang sama, dan menghubungkan gambar dengan tulisan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen. Subjek dalam penelitian ini adalah anak Kelompok B TK Negeri Pembina Ciawigebang berjumlah 24 anak. Data dikumpulkan melalui observasi, tes dan dokumentasi. Teknik analisis data menggunakan uji t. Hasil penelitian dari rata-rata post-test yaitu 13 dengan peningkatan sebesar 2,2 lebih tinggi dari nilai rata-rata pre-test yaitu 10,8. Berdasarkan hasil pre-test dan post-test diperoleh nilai thitung sebesar 12,99 dengan dk= 23 dikonsultasikan dengan nilai ttabel pada taraf signifikasi 5% diperoleh hasil 2,07. Dari hasil tersebut menunjukkan nilai thitung lebih besar daripada nilai ttabel (12,99 2,07) hasilnya tolak Ho dan Ha diterima artinya media flipchart berpengaruh positif terhadap kemampuan membaca anak usia dini Kelompok B TK Negeri Pembina Ciawigebang.
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Schalk, Lennart, Henrik Saalbach, Roland H. Grabner, and Elsbeth Stern. "Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade." Journal of Numerical Cognition 2, no. 2 (August 5, 2016): 77–90. http://dx.doi.org/10.5964/jnc.v2i2.29.
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Tremendous variation in elementary school children’s mathematical achievement can partly be traced back to differences in early domain-specific quantitative competencies. While previous research mainly focused on numerical magnitude representation and counting, we tested the long-term effects of relational quantitative reasoning. Before children (N = 51) entered school (i.e. at age 5-6), we assessed this competence with a test that required no knowledge about Arabic numerals. Two and a half years later, when children were in third grade of elementary school, we gauged mathematical achievement, general reasoning ability, and reading skills. A multiple regression analysis with mathematical achievement as outcome variable revealed a small but unique impact of children’s relational quantitative reasoning in kindergarten on their later mathematical achievement after controlling for general reasoning and reading abilities. Thus, a considerable amount of individual differences in mathematics achievement in elementary school results from differences in early relational quantity understanding that emerge before systematic instruction starts.
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CROWE, SIMON F., LEE BARCLAY, STEVE BRENNAN, LINDA FARKAS, EMMA GOULD, SHARON KATCHMARSKY, and SAMANTHA VAYDA. "The cognitive determinants of performance on the Austin Maze." Journal of the International Neuropsychological Society 5, no. 1 (January 1999): 1–9. http://dx.doi.org/10.1017/s1355617799511016.
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This study aimed to investigate which abilities are measured by the Austin Maze. One hundred and eight university students were administered a battery of eight neuropsychological tests including, the Austin Maze, the Tower of London, the Wisconsin Card Sort Test, Block Design, the Visual Spatial Learning Test, Digit Span Backwards, the Brown-Peterson Task and the Wide Range Achievement Test of Reading. Results indicated that visuospatial ability and memory both significantly contributed to performance on the Austin Maze, but differed in the degree to which they explained the performance depending on which measure of maze performance was employed. It appears that visuospatial ability is measured in early trials of the Austin Maze when individuals are orienting themselves to the path. In later trials individuals must call upon visuospatial memory to consolidate the details of the path. Executive function and working memory were not found to be significantly implicated in performance on the Austin Maze. (JINS, 1999, 5, 1–9.)
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Yunus, Yunus. "Mind Mapp Model of Religious Education Learning in Improving Reading Ability to Read The Al-Qur'an." Indonesian Journal of Instructional Media and Model 2, no. 2 (December 1, 2020): 101. http://dx.doi.org/10.32585/ijimm.v2i2.917.
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Acquired Data source of that student covers, formative student essay in work problem that is given at the early cycle. Observation sheet result to measure the result step-up studies student with implemented a model of Information proceedings. The study is executed with Classroom Action Research (CAR). This research is executed at STMIK Eresha with the subject of research student total of 53 students. The implementation of the Mind Mapping learning model in the Islamic Religious Education subject is quite good. The results showed that at the first meeting the highest percentage of students who answered could reach 96%. Whereas in the second test, it was 97% at the 13-15 meeting. Based on the data, the 13-15 meeting material discussed was the animal excretion system, students felt more difficult with the material than the previous material. The data from the questionnaire results of student responses to the implementation of learning using a learning mind map today can motivate students to learn read the Qur'an. The highest percentage of students who answer can be achieved, reaching 83% at the 7-9th meeting. Most of the students were actively involved in making Mind Mapping. Collaboration is also carried out to make the best Mind Mapping. Student response to the Mind Mapping learning model is also very high. Most of the students felt interested and challenged to make Mind Mapping, although there were a few students who were less happy about the Mind Mapping learning model.
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Ridzi, Frank, Monica Sylvia, Xiaofen Qiao, and Jeff Craig. "The Imagination Library Program and Kindergarten Readiness." Journal of Applied Social Science 11, no. 1 (November 23, 2016): 11–24. http://dx.doi.org/10.1177/1936724416678023.
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Literature suggests that reading to children can have a significant impact on their early literacy development and long-term school performance. We examine whether consistent participation (i.e., three or more years) in Dolly Parton’s Imagination Library (DPIL), a book distribution program that provides one book per month to children ages birth through five, is associated with higher kindergarten readiness. This study examines 2,731 incoming kindergartners in the Syracuse City School District in 2013 and 2014 using the AIMSweb Letter Naming Fluency (LNF) test to assess kindergarten readiness. LNF is frequently identified as the best single indicator of risk for reading failure and has been shown to have a strong ability to predict future reading, vocabulary, and language development. Examining both the entire population and propensity score matched groups, we find that a significantly higher percentage of those consistently participating in DPIL were considered as ready for kindergarten. This difference remained even after controlling for key demographic variables.
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Gillon, Gail T. "The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment." Language, Speech, and Hearing Services in Schools 31, no. 2 (April 2000): 126–41. http://dx.doi.org/10.1044/0161-1461.3102.126.
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Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonological awareness program, (b) a more traditional speech-language intervention control program that focused on improving articulation and language skills, or (c) a minimal intervention control program over a 4 1/2-month time period.Results:Effects of the interventions on phonological awareness ability, reading performance, and speech production were examined. The children who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than the children receiving the other types of speech and language intervention. Despite significant delays in phonological awareness prior to training, children who received the phonological awareness intervention reached levels of performance similar to children with typically developing speech and language skills at post-test assessment. The phonological awareness intervention also improved the children's speech articulation.Clinical Implications:The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonological awareness, speech production, and reading development of children with SLI. Findings are discussed with reference to a speech-literacy link model.
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Tolchinsky, Liliana. "Evolving Structure of Descriptive Texts and Learners’ Abilities." Journal of Literacy Research 51, no. 3 (July 18, 2019): 293–314. http://dx.doi.org/10.1177/1086296x19858354.
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Learning to compose texts adequate for different purposes is crucial for becoming literate. We examined developmental changes in the rhetorical structure of written texts produced by Spanish children throughout the early years of elementary school in the light of descriptive writing purposes. Children had also performed tasks to test transcription, reading, cognitive skills, oral vocabulary, and discourse structure. Cross-sectional and longitudinal results show that the structure of the texts evolves from describing qualities to building a descriptive schema in which the described entity is introduced, qualities are justified, and a generalization is drawn from previously provided details. The ability to produce a self-sustained discourse, the ability to handle meaning relation among words, and a good working memory explained differences at a base level, whereas a higher command of spelling explained developmental changes in the structure of the text.
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Richards, Marcus, Rebecca Hardy, and Michael EJ Wadsworth. "Long-term effects of breast-feeding in a national birth cohort: educational attainment and midlife cognitive function." Public Health Nutrition 5, no. 5 (December 2002): 631–35. http://dx.doi.org/10.1079/phn2002338.
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Abstract:Objective:A recent meta-analysis showed that breast-feeding confers a 3.2 point increment in cognitive function through adolescence. Little is known, however, about possible longer-term effects of breast-feeding. We investigated the effect of breast-feeding on educational attainment, and on a range of cognitive skills in midlife, in the British 1946 birth cohort.Objective:Design: Regression analyses were used to test the association between breast-feeding, likelihood of obtaining advanced educational qualifications by age 26 years, and three cognitive test scores at age 53 years: i.e. reading ability (NART), timed visual search and verbal memory. These associations were then adjusted for social confounding variables and for cognitive ability at age 15 years.Setting and subjects:One thousand seven hundred and thirty-nine male and female participants in the MRC National Survey of Health and Development, also known as the British 1946 birth cohort, distributed throughout England, Wales and Scotland.Results:Breast-feeding was significantly and positively associated with educational attainment, an effect that was independent of early social background, but largely accounted for by cognitive ability at age 15 years. Breast-feeding was significantly and positively associated with the NART at 53 years, an effect that was independent of early social background, educational attainment and adult social class, but, again, largely accounted for by cognitive ability at 15 years. There was no independent effect of breast-feeding on timed visual search or verbal memory at 53 years.Conclusion:The benefit of breast-feeding has long-term potential impact across the life course through its influence on childhood cognition and educational attainment.
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Sukma, Elfia, Tin Indrawati, and Ari Suriani. "Penggunaan Media Literasi Kelas Awal di Sekolah Dasar." JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 3, no. 2 (January 10, 2020): 103. http://dx.doi.org/10.24036/jippsd.v3i2.107623.
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The purpose of sending it to the community is to train teachers in using early grade literacy media in elementary schools. The method used in the form of training to teachers in using media literacy. Participants in the service are 18 Air Tawar Selatan elementary school teachers and 25 Air Tawar Selatan public elementary schools, 22 Koto Tangah District Padang City. Based on the training results it can be seen that the average score of the pre-test participants was 69.54 and the average value of reading poetry after the training was 78.18. Thus it can be seen that the ability of 18 Air Tawar Selatan public elementary school teachers and 25 Air Tawar Selatan public elementary school Koto Tangah District, Padang City have improved after the training in the use of early grade literacy media.
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Tirta, Andy, and Shinta Esabella. "PENGARUH MANAJEMEN INOVASI PROGRAM PENDIDIKAN MA-BATUTER (MANAJEMEN APLIKASI BACA TULIS TERTINTEGRASI CERITA) PADA PENDIDIKAN ANAK USIA DINI (PAUD) TAAMASA SUMBAWA." Jurnal TAMBORA 4, no. 2A (July 30, 2020): 20–25. http://dx.doi.org/10.36761/jt.v4i2a.765.
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This study aims to examine differences in the management of innovation in the MABATUTER education program (Management of Integrated Reading and Writing Applications) for studentsmanagement conditions carried out by schools conventionally and digitally.The research method used was a qualitative before-after experiment, namelycompare the assessment of parents of students related to program managementMA-BATUTER education carried out conventionally with the after conditionimplementing digital applications developed independently byby PAUD TAAMASA Sumbawa. The research data were obtained from 10 sampling peopleparents of students using a score-based assessment instrument on the aspectread, write, and retell. To determine the effectiveness of different testsusing non-parametric statistics through Wilcoxon test, gain score test. Resultt-test research and gain score of MA-BATUTER education program with applicationdigital is proven to be effective in improving students' ability to understand the content of the storyand can retell the information received in order to trainintelligence sensors of children from an early age.
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Oktarifaldi, Oktarifaldi, Risky Syahputra, Hasriwandi Nur, Willadi Rasyid, and Sari Mariati. "Implementation of Basic Motion Learning and Use of Test Instrument of Gross Motor Development (TGMD) in Evaluating Basic Motion Skills." Jurnal Humanities Pengabdian Kepada Masyarakat 1, no. 1 (December 6, 2019): 1–9. http://dx.doi.org/10.24036/jha.v1i1.3.
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UNESCO reports that the implementation of PAUD in Indonesia places great importance on academic content such as writing, arithmetic and reading and provides very little opportunity to actively play physically with children. Research shows that physical activity of children at an early age will greatly trigger the development of cognitive abilities. Based on observations and studies in the field, it was found that almost all teachers and educators in PAUD Sijunjung district did not have the insight and skills in measuring and evaluating the basic movements of children. Based on research, basic motion cannot develop naturally but must be taught correctly and continuously. This community service activity for partners aims to: (a) find out the importance of basic motion, (b) have skills in practicing basic early childhood movements, (c) be able to use instruments to measure basic movement skills in early childhood. The method used uses the principle that every innovation received by PAUD teachers through PIE (Preparation, Implementation and Evaluation). This means that the delivery of innovations to Partners is carried out through the stages of explanation, discussion, practice as well as the evaluation phase with assistance in the learning process. The results of the training obtained by partners as participants can be described as follows: (a) Having insight and understanding of the importance of basic movement skills, (b) having experience in practicing basic motion skills, (c) knowing and having the ability to use basic motion skills test instruments.
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Westerveld, Marleen F., Pamela Filiatrault-Veilleux, and Jessica Paynter. "Inferential narrative comprehension ability of young school-age children on the autism spectrum." Autism & Developmental Language Impairments 6 (January 2021): 239694152110356. http://dx.doi.org/10.1177/23969415211035666.
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Background and aims The purpose of the current exploratory study was to describe the inferential narrative comprehension skills of young school-age children on the autism spectrum who, as a group, are at high risk of significant and persistent reading comprehension difficulties. Our aim was to investigate whether the anticipated difficulties in inferential narrative comprehension in the group of children with autism could be explained by the children’s structural language ability as measured using a broad-spectrum standardized language test. Methods The participants were 35 children with a diagnosis of autism spectrum disorder (ASD), aged between 5;7 and 6;11, who attended their first year of formal schooling, and 32 typically developing (TD) children, matched to the ASD group for age and year of schooling. Children on the autism spectrum were divided into below normal limits (ASD_BNL, standard score ≤80; n = 21) or within normal limits (ASD_WNL, standard score >80; n = 14) on a standardized language test. All children participated in a narrative comprehension task, which involved listening to a novel story, while looking at pictures, and answering eight comprehension questions immediately afterwards. Comprehension questions were categorized into factual and inferential questions, with further categorization of the inferential questions into those tapping into the story characters’ internal responses (mental states) or not. Children’s responses were scored on a quality continuum (from 0: inadequate/off topic to 3: expected/correct). Results Our results showed significantly lower scores across factual and inferential narrative comprehension in the ASD_BNL group, compared to the ASD_WNL and TD groups, supporting the importance of structural language skills for narrative comprehension. Furthermore, the TD group significantly outperformed the children in the ASD_WNL group on inferential comprehension. Finally, the children in the ASD_WNL group showed specific difficulties in answering the internal response inferential questions compared to their TD peers. Conclusions Results from this exploratory study highlight the difficulties children on the autism spectrum may have in inferential narrative comprehension skills, regardless of sufficient structural language skills at word and sentence level. These findings support the importance of routinely assessing these narrative comprehension skills in children on the spectrum, who as a group are at high risk of persistent reading comprehension difficulties. Implications In this study, we demonstrate how narrative comprehension can be assessed in young school-age children on the autism spectrum. The scoring system used to categorize children’s responses may further assist in understanding children’s performance, across a quality continuum, which can guide detailed goal setting and assist in early targeted intervention planning.
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Scull, Janet, Jane Page, Megan L. Cock, Cuc Nguyen, Lisa Murray, Patricia Eadie, and Joseph Sparling. "Developing and Validating a Tool to Assess Young Children’s Early Literacy Engagement." Australasian Journal of Early Childhood 46, no. 2 (May 3, 2021): 179–95. http://dx.doi.org/10.1177/18369391211009696.
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There is growing recognition that literacy learning takes place in the years prior to formal schooling and that young children develop literacy-like behaviours through exposure to interactions in shared contexts in which literacy is a component. Despite this, there are few assessments that measure the very early literacy skills that children develop before 36 months of age. This article reports on the design and validation of a new instrument – the Early Literacy Engagement Assessment (ELEA). This tool was developed to provide insights into the impact of Conversational Reading, a key pedagogical strategy implemented at Families as First Teachers playgroups, on young children’s early receptive and expressive vocabulary and literacy skills. The instrument was trialled with 104 children living in locations across Melbourne, Victoria, and 39 Aboriginal children living in remote communities in the Northern Territory. The trial process was undertaken in two phases: (1) a technical assessment to test item consistency, characteristics and placement and (2) concurrent validity testing against items from the Clinical Evaluation of Language Fundamentals Preschool-2 tool. The findings from the trial and validation process indicate that overall the ELEA discriminates well between children of high and low ability, and it is a useful tool in the authentic assessment of expressive and receptive vocabulary skills in young children.
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TARITA-NISTOR, LUMINITA, ESTHER G. GONZÁLEZ, SAMUEL N. MARKOWITZ, and MARTIN J. STEINBACH. "Plasticity of fixation in patients with central vision loss." Visual Neuroscience 26, no. 5-6 (November 2009): 487–94. http://dx.doi.org/10.1017/s0952523809990265.
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AbstractThe aim of this study was to explore the plasticity of fixation in patients with central vision loss. Most of these patients use preferred retinal loci (PRLs) in the healthy eccentric part of the retina to fixate, but fixation stability and retinal location are not always optimal for best visual performance. This study examined whether fixation stability and a new PRL location can be trained and whether these changes in ocular motor control transfer into better reading performance. Six patients with age-related macular degeneration participated in the study. Fixation stability measurements, microperimetry, and auditory biofeedback training were performed with the MP-1 microperimeter. The auditory biofeedback was used during five 1-h long training sessions to improve fixation and relocate the PRL. Fixation location and stability were recorded while viewing four different targets: a cross, a letter, a word, and a nine-cycle radial grating. Visual acuity was assessed with the Early Treatment Diabetic Retinopathy Study (ETDRS) chart and reading performance with the MNRead test. The results showed that all patients developed a new PRL in an optimal location for reading, and they were able to use it consistently while viewing different targets. Fixation stability improved 53% after training. Learning transferred to the old PRL even though fixation stability at this location was not trained. All these improvements in ocular motor control translated into better reading performance: reading speed improved 38% and reading acuity and critical print size gained two lines. We conclude that the ability of the ocular motor system to fixate is flexible in patients with central vision loss: a new PRL can be trained, fixation stability can be improved, and learning transfers to an untrained location. These gains in ocular motor control result in better visual performance. This property can be successfully used to optimize the residual vision of patients with central vision loss.
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Marchini, Andrew, Haiqing Liu, and Hua Zhu. "Human Cytomegalovirus with IE-2 (UL122) Deleted Fails To Express Early Lytic Genes." Journal of Virology 75, no. 4 (February 15, 2001): 1870–78. http://dx.doi.org/10.1128/jvi.75.4.1870-1878.2001.
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ABSTRACT Much evidence suggests that the major immediate-early (IE) transactivator of human cytomegalovirus (HCMV), IE-2, is likely to be critical for efficient viral replication; however, the lack of an IE-2 mutant HCMV has precluded an experimental test of this hypothesis. As an initial step toward characterizing an IE-2 mutant, we first cloned the HCMV Towne genome as a bacterial artificial chromosome (BAC) and analyzed the ability of transfected Towne-BAC DNA (T-BACwt) to produce plaques following introduction into permissive human fibroblasts. Like Towne viral DNA, transfected T-BACwt DNA was infectious in permissive cells, and the resulting virus stocks were indistinguishable from Towne virus. We then used homologous recombination in Escherichia coli to delete the majority of UL122, the open reading frame encoding the unique portion of IE-2, from T-BACwt. From this deleted BAC, a third BAC clone in which the deletion was repaired with wild-type UL122 was created. In numerous transfections of permissive human foreskin fibroblast cells with these three BAC DNA clones, the rescued BAC and T-BACwt consistently yielded plaques, while the UL122 mutant BAC never generated plaques, even after 4 weeks. Protein and mRNA of other IE genes were readily detected from transfected UL122 mutant BAC DNA; however, reverse transcription-PCR failed to detect mRNA expression from any of five early genes examined. The generalized failure of this mutant to express early genes is consistent with expectations from in vitro assays which have demonstrated that IE-2 transactivates most HCMV promoters. These experiments provide the first direct demonstration that IE-2 is required for successful HCMV infection and indicate that virus lacking IE-2 arrests early in the replication cycle.
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., LUH NELI ANTARI, Dr I. Made Tegeh, S. Pd ,. M. Pd ., and Putu Rahayu Ujianti, S. Psi ,. M. Psi ,. Psi . "PENGARUH METODE STRUKTURAL ANALITIK SINTETIK (SAS) TERHADAP KEMAMPUAN MEMBACA PERMULAAN PADA ANAK KELOMPOK B." Jurnal Pendidikan Anak Usia Dini Undiksha 7, no. 2 (July 26, 2019): 174. http://dx.doi.org/10.23887/paud.v7i2.18992.
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Permasalahan dalam penelitian ini adalah kemampuan membaca permulaan anak pada kelompok B di Gugus VII Kecamatan Buleleng Kabupaten Buleleng tahun pelajaran 2018/2019. Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan metode Struktural Analitik Sintetik (SAS) terhadap kemampuan membaca permulaan pada anak kelompok B Taman Kanak-kanak Gugus IV Kecamatan Buleleng tahun pelajaran 2018/2019. Jenis penelitian ini merupakan jenis penelitian eksperimen semu (quasi experiment). Populasi dalam penelitian ini adalah seluruh anak kelompok B di Gugus IV Kecamatan Buleleng. Sampel dalam penelitian ini yaitu TK Cudhacrama Singaraja yang berjumlah 20 anak dan TK Santi Kumara Singaraja yang berjumlah 15 anak. Data kemampuan membaca permulaan anak dikumpulkan dengan menggunakan teknik observasi dan rubrik. Data yang diperoleh dianalisis dengan menggunakan statistik deskriptif dan statistik inferensial yaitu uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan membaca permulaan yang menggunakan metode Struktural Analitik Sintetik (SAS) dengan yang tidak menggunakan metode Struktural Analitik Sintetik (SAS) dengan thitung = 18,74 dan ttabel dengan dk = (n1 + n2 – 2) = 33 dengan taraf signifikansi 5% = 2,034 Dengan demikian thitung > ttabel = 18,74 > 2,034, maka H0 ditolak dan HA diterima. Jadi, dapat disimpulkan bahwa terdapat pengaruh yang signifikan metode Struktural Analitik Sintetik (SAS) terhadap kemampuan membaca permulaan pada anak. Hal ini dapat dilihat dari skor rata-rata anak yang menggunakan metode SAS yaitu 55,75 dan skor rata-rata anak yang tidak menggunakan metode SAS yaitu 31,18. Penerapan metode SAS dalam proses pembelajaran digunakan untuk meningkatkan kemampuan membaca permulaan pada anak dalam mengatasi kendala-kendala dalam proses pembelajaran di kelas.Kata Kunci : metode SAS, kemampuan, membaca permulaan, anak usia dini The problem in this study was the beginning reading ability of group B children in Cluster VII Buleleng District, Buleleng Regency in academic year 2018/2019. This study aimed at difference the significant effect of Synthetic Structural Analysis (SAS) method on the ability to read early in group B Kindergarten children, Cluster IV District of Buleleng in academic year 2018/2019. This type of research is a quasi-experiment. The population in this study were all of children from group B in Cluster IV District of Buleleng. The sample in this study were 20 students of TK Cudha Crama Singaraja and 15 students of TK Santi Kumara Singaraja. The technique used in collecting the data were observation and rubric. The data were analyzed by using descriptive statistics and inferential statistics, named the t-test. The results showed that there were differences in the initial reading ability using the Synthetic Analytical Structural (SAS) method with those who did not using the Synthetic Structural Analysis (SAS) method with t count = 18.74 and t table with dk = (n1 + n2 - 2) = 33 with significance level of 5% = 2.034 Thus tcount > t table = 18.74 > 2.034, then H0 is rejected and HA is accepted. So, it can be concluded that there is a significant effect of the Synthetic Analytical Structural (SAS) method on the beginning reading ability of children group. This can be seen from the average score of children using the SAS method, which is 55.75 and the average score of children who do not use the SAS method is 31.18. The application of the SAS method in the learning process is used to improve the children beginning reading ability in faced any problem in learning process in the classroom.keyword : skill, early reading, SAS method, young children
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Ganapathy Sankar U and Monisha R. "Visual motor integration in children with and without reading disability." International Journal of Research in Pharmaceutical Sciences 11, no. 4 (October 20, 2020): 6486–89. http://dx.doi.org/10.26452/ijrps.v11i4.3466.
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Where there are few occupational therapists in regular practice, and an educational psychologist and special educators conducted the majority of the assessment procedure and evaluation of children with visual-motor integration (VMI). They consider assessing children with VMI as similar to the assessment of children with research instruments, and the availability of the trained occupational therapist was limited. VMI is generally expressed as the ability of the child to integrate visual perception input and to coordinate it with limb movements for the execution of motor activities in sequential order. A child with impaired VMI skills fails to execute motor- based activity. We evaluated the visual-motor integration (VMI) in children with and without reading disabilities (RDs) in the primary schools of Mudichur. Full Range Test of Visual-Motor Integration (FRTVMI) was used to evaluate the visual-motor integration among children. A total of 20 children recruited from primary schools in Mudichur. Every parent of the children gave the willingness to participate in the study; 10 children were already diagnosed as having RDs, whereas the remaining 10 children were age-matched typically developing children. The results indicated that children with reading disability scored poor on the FRTVMI than the typically developing age-matched peer-group children. The results support the impairment in visual-motor integration is strongly related to learning disabilities, and the therapist should educate teachers of primary schools to refer children with learning disabilities. However, there is a need for strong assessment among children’s to quantify their skills in reading and writing, and it is vital to diagnose children in the early years to avoid academic failures. Teachers were in need to be educated to refer children are who are suspected of being at risk for RDs in school settings.
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', Marnius. "PENERAPAN STRATEGI DRTA (DIRECTED READING THINKING ACTIVITY) UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM MENCARI GAGASAN POKOK KARANGAN NARASI PADA SISWA KELAS IV SDN 003 PAGARAN TAPAH DARUSSALAM." Primary: Jurnal Pendidikan Guru Sekolah Dasar 5, no. 3 (March 24, 2017): 42. http://dx.doi.org/10.33578/jpfkip.v5i3.3892.
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This research is motivated by the low ability students in finding ideas principal authorshipnarration in class IV SDN 003 Pagaran Tapah Darussalam. Goals to be achieved in thisresearch is to improve the ability of students in the basic idea for narrative writing in class IVSDN 003 Pagaran Tapah Darussalam through DRTA Strategy (directed reading thinkingactivity) carried out for 1 month. This research was conducted in SDN 003 Pagaran TapahDarussalam. Classes are meticulous researchers are class IV by the number of students asmany as 20 people. The study of this class action commenced in early September 2014. Thisform of research is classroom action research. The research instrument consists ofinstruments teacher and student activity sheets and achievement test. Based on the results ofthe study, the research concluded that the ability to search for the key idea fourth gradestudents of SDN 003 Pagaran Tapah Darussalam can be enhanced through DRTA strategy.This is evident from the increase in the student's ability in finding the key idea of the strategyDRTA before being applied to the second cycle of the second meeting. Known frompreliminary data the average value of students is 63. If the views of classical completeness,there are 30% of students (6) who finished obtaining a minimum value of 65 (according to thestandard KKM), the first cycle the first meeting denganrata average increased to 65, 3%circuitry completeness reach 10 or 50%, while in the second meeting mkembali increased to69.5 by the thoroughness of 12 people or 60% and sikluy II first meeting back in an averageincrease of 75% with the thoroughness of 16 or 80% and increased again in meetings second,reaching 80.5% with 100% completeness. The overall ability of students increased from theinitial tests until the fourth meeting of (20%). Thus, this study was successful
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Stevanovic, Jelena, and Emilija Lazarevic. "On certain aspects of the semantic development of younger primary school-age children." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 299–319. http://dx.doi.org/10.2298/zipi1402299s.
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The ability to understand the meaning of words and sentences is an important determinant of the language development, which also indicates the development of the ability to learn. Bearing this in mind, the research was aimed at studying the level of semantic development of younger primary school-age children. Semantic development was studied from the aspect of understanding the meaning of words and their use in the following lexical relations: homonyms, antonyms, synonyms and metonyms. The research was conducted in three Belgrade primary schools during the school year 2013/2014. The sample was convenient and included 431 second- and third-grade pupils. The Semantic test (by S. Vladisavljevic) was used in the study. Research results showed that none of the pupils had provided the correct answer to all administered tasks. The best scores were achieved on the part of the test referring to antonyms, while the pupils were least successful on the tasks referring to metonyms. Additionally, third-grade pupils were more successful than younger participants, while there were no differences according to gender. The results indicated that it was necessary to devote more attention to different lexical and semantic exercises at preschool and early school age, considering the link between semantic development, the acquisition of reading and writing skills and the (un)successful mastering of the school curriculum in the majority of subjects.
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Monteiro, Zemilda, and Sebastiao Pereira. "The Effect of Contextual in Teaching Materials on Writing Kid Stories Grade 4th Elementary School in Surakarta." International Journal of Social Science Research and Review 3, no. 4 (December 9, 2020): 55–61. http://dx.doi.org/10.47814/ijssrr.v3i4.66.
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Children learn to use symbols, combining their oral language, pictures, print, and play into a coherent mixed medium and creating and communicating meanings in a variety of ways. From their initial experiences and interactions with adults, children begin to read words, processing letter-sound relations and acquiring substantial knowledge of the alphabetic system. As they continue to learn, children increasingly consolidate this information into patterns that allow for automaticity and fluency in reading and writing. Consequently, reading and writing acquisition is conceptualized better as a developmental continuum than as an all-or-nothing phenomenon. But the ability to read and write does not develop naturally, without careful planning and instruction. Children need regular and active interactions with print. Specific abilities required for reading and writing come from immediate experiences with oral and written language. Experiences in these early years begin to define the assumptions and expectations about becoming literate and give children the motivation to work toward learning to read and write. From these experiences children learn that reading and writing are valuable tools that will help them do many things in life. The aims of research consist of the following to know effect contextual in teaching materials on writing kid stories grade 4th Elementary School in Surakarta. The study employs experiment method which the data are collected by interview, observation, document analysis, and Forum Group Discussions (FGD), questionnaire, and test. Result of the research sig value. <from α or 0.03 <0.05, so Ho = rejected and H1 = accepted which means there is a difference of effectiveness between learning with conventional teaching material used by teacher with teaching material on writing kid stories based on contextual.
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Muzamil, Muzamil. "PENERAPAN METODE DEVELOPMENTALLY APPRORIATE PRACTICES (DAP) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA ABJAD ARAB ANAK USIA DINI DI TPQ SUBULUSSALAM SURABAYA." journal PIWULANG 3, no. 1 (September 22, 2020): 01. http://dx.doi.org/10.32478/piwulang.v3i1.501.
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This research aims to improve the reading ability of students in TPQ Subulussalam Surabaya by using DAP (developmentally Appropriate Practices) through the medium of the flannel board. The subjects of this study were the early age students in TPQ Subulussalam Surabaya. The samples taken were 16 students with an engineering sample Matched Design Group (MG). The 16 students were divided into two groups, experimental and control group. Based on the tables of statistical tests on the experimental group stated that the exact Sig. (2-tailed) = 0.008 which means the exact sig. <Real level (α / 2 = 0.05) and control group stating that exact Sig. (2-tailed) = 0.125 which means the exact sig. > Real level (α / 2 = 0.05). the result is utterly rejected by Ho. The result obtained is that the application method of DAP (developmentally Appropriate Practices) through the flannel board can improve the reading skills of early age students in TPQ Subulussalam Surabaya.Penelitian ini bertujuan untuk meningkatkan kemampuan membaca siswa di TPQ Subulussalam Surabaya dengan menggunakan metode DAP (Developmentally Approriate Practices) melalui media papan flannel. Subyek penelitian ini adalah santri di TPQ Subulussalam Surabaya. Sampel penelitian berjumlah 16 santri yang diambil dengan teknik sampel Matched Group Design (MG). 16 santri tersebut dibagi menjadi dua kelompok, eksperimen dan kontrol. Berdasarkan tabel Test statistic pada kelompok eksperimen yang menyatakan bahwa exact Sig. ( 2-tailed ) = 0,008 yang berarti exact sig. < taraf nyata ( α/2 = 0.05 ) dan kelompok kontrol yang menyatakan bahwa exact Sig. ( 2-tailed ) = 0,125 yang berarti exact sig. > taraf nyata ( α/2 = 0.05 ). maka hasilnya adalah tertolaknya Ho. Hasil yang dapat diperoleh adalah bahwa penerapan metode DAP (Developmentally Approriate Practices) melalui papan flanel dapat meningkatkan kemampuan membaca santri di TPQ Subulussalam Surabaya.
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Pratiwi, Dewi Indah Noviana, Suwarso Suwarso, and Osman Sianipar. "UJI DIAGNOSTIK NT pro NATRIURETIC PEPTIDE (NTpro BNP) GAGAL JANTUNG KONGESTIF." INDONESIAN JOURNAL OF CLINICAL PATHOLOGY AND MEDICAL LABORATORY 18, no. 1 (October 14, 2016): 48. http://dx.doi.org/10.24293/ijcpml.v18i1.360.
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Congestive Heart Failure (CHF) is a syndrome associated with disturbances of heart structure and function, as a result of various cardiovascular diseases. These disturbances decrease ventricle ability to pump or fill blood in physiological pressure, which causes limitation on the ability to excercise or daily activities without dyspnea and fatigue.Early diagnosis is important to initiate prompt treatment that can prevent further disease development. To measure heart hormone in this case, NT pro Natriuretic Peptide (NT pro BNP) can be use as a more ideal examination for early detection of CHF. The aim of this study is to investigate the clinical performance of NT pro BNP and assess the cut-off point 125 pg/mL compared to clinic (Framingham criteria) and or echocardiogram in the diagnosis CHF.The diagnostic test was carried out using clinical (Framingham criteria) and or echocardiography as reference methods. The subject of this research was patients with cardiac and blood vessel disorders complaints at risk of developing congestive heart failure, who came to the Emergency Department at Dr. Sardjito Hospital Yogyakarta, supported by clinical data, radiology, other laboratory test, electrocardiography and echocardiography. The diagnosis of CHF was obtained by conducting investigation toward echocardiography examination reading in patient’s medical record. Receiver Operating Characteristics (ROC) curve analysis was conducted using SPSS 13.0 program. Sensitivity, specificity, positive and negative predictive value, accuracy and likelihood ratios were measured with 2x2 table by CAT marker program. Forty-six of fifty-seven specimens were from congestive heart failure (CHF). At 125 pg/mL as a cut-off point, regardless the interval between the onset of the symptoms and taking of blood samples, the sensitivity, specificity, positive and negative predictive value and diagnostic accuracy are 96%, 36%, 86%, 67%, 84% respectively. Likelihood ratios for positive and negative results are 1.50 and 0.12. NT pro BNP measuring is expected to give more benefit than the conventional signal, so that an early diagnosis can be achieved accurately in a timely manner.