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Artykuły w czasopismach na temat "Children’s Literacy Success Strategy"
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Ariati, Ni Putu Pebri, Ni Nyoman Padmadewi i I. Wayan Suarnajaya. "Jolly phonics: effective strategy for enhancing children english literacy". SHS Web of Conferences 42 (2018): 00032. http://dx.doi.org/10.1051/shsconf/20184200032.
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Having strong foundation in English literacy nowadays is believed to be a very crucial requirement for the children to survive and success both in educational and social lives. One of the most effective strategies for enhancing children’s early reading and literacy skill is through Jolly Phonics. Despite the popularity and its effectiveness, there is still factor to the absence of the strategy, namely lack of teacher knowledge. This paper is intended to share the techniques of how to implement Jolly Phonics strategy for teaching and developing children’s English literacy. This study was conducted in one of innovative bilingual schools in Denpasar, Bali. The study employed descriptive qualitative method as a research design and used observation, documentation and interview to collect the data from the teacher. The findings showed that the teacher had successfully implement the 5 skills in Jolly Phonics, namely (1) learning the letter sounds, (2) learning letter formation, (3) blending-for reading, (4) identifying sounds in words-for writing and (5) tricky words, through variety of enjoyable techniques involving children’s sight, sound and kinesthetic means. Thus, implementing Jolly Phonics through techniques explained will improve children’s overall English literacy skill.
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Greenwood, Kathryn, Christine Carroll, Lucie Crowter, Kim Jamieson, Laura Ferraresi, Anna-Marie Jones i Rupert Brown. "Early intervention for stigma towards mental illness? Promoting positive attitudes towards severe mental illness in primary school children". Journal of Public Mental Health 15, nr 4 (19.12.2016): 188–99. http://dx.doi.org/10.1108/jpmh-02-2016-0008.
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Purpose Stigma towards severe mental illness (SMI) is widespread, exacerbating mental health problems, and impacting on help-seeking and social inclusion. Anti-stigma campaigns are meeting with success, but results are mixed. Earlier intervention to promote positive mental health literacy rather than challenge stigma, may show promise, but little is known about stigma development or interventions in younger children. The purpose of this paper is to investigate children’s knowledge, attitudes and behaviour towards SMI and whether we can positively influence children’s attitudes before stigma develops. Design/methodology/approach A cross-sectional study investigated mental health schema in 7-11 year olds. An experimental intervention investigated whether an indirect contact story-based intervention in 7-8 year olds led to more positive mental health schema. Findings Young children’s schema were initially positive, and influenced by knowledge and contact with mental illness and intergroup anxiety, but were more stigmatising in older girls as intergroup anxiety increased. The indirect contact intervention was effective in promoting positive mental health schema, partially mediated by knowledge. Social implications Intervening early to shape concepts of mental illness more positively, as they develop in young children, may represent a more effective strategy than attempting to challenge and change mental health stigma once it has formed in adolescents and adults. Originality/value This study is the first to investigate an intervention targeted at the prevention of stigma towards SMI, in young children, at the point that stigma is emerging.
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Riley, Jeni. "The National Literacy Strategy: success with literacy for all?" Curriculum Journal 12, nr 1 (1.03.2001): 29–58. http://dx.doi.org/10.1080/09585170010017745.
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Riley, Jeni. "The National Literacy Strategy: success with literacy for all?" Curriculum Journal 12, nr 1 (marzec 2001): 29–58. http://dx.doi.org/10.1080/09585170122654.
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Chandler-Olcott, Kelly, i Paula M. Kluth. "“Mother's Voice Was the Main Source of Learning”: Parents' Role in Supporting the Literacy Development of Students with Autism". Journal of Literacy Research 40, nr 4 (1.10.2008): 461–92. http://dx.doi.org/10.1080/10862960802659152.
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Students with significant disabilities, including those with autism-spectrum labels, are increasingly being included in the regular education classroom for literacy instruction and held to high standards for literacy achievement (Yell, Drasgow, & Lowrey, 2005), but research with these students as participants has been limited, especially in inclusive settings such as the home or classroom. Grounded in perspectives from disability studies (Biklen, 2005; Kliewer, Biklen, & Kasa-Hendrickson, 2006) and socio-cultural theories of literacy (Gallego & Hollingsworth, 2000; O'Brien, 2003), this qualitative study used inductive methods (Strauss & Corbin, 1998) to analyze the literacy-related messages of 16 autobiographies authored by individuals on the autism spectrum. Analysis revealed a key role for parents in supporting their children's literacy development at home, with results clustering in these three areas: (a) parents' persistence in following small cues related to literacy development, (b) their use of literacy to make social codes explicit, and (c) their strategic employment of support to ensure their children's success with literacy while increasing challenges over time. Implications for practice and research are discussed, with an emphasis on collaborative inquiry with learners on the autism spectrum and their parents.
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Durand, Tina M. "Latino Parental Involvement in Kindergarten". Hispanic Journal of Behavioral Sciences 33, nr 4 (listopad 2011): 469–89. http://dx.doi.org/10.1177/0739986311423077.
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Parental involvement in children’s schooling is an important component of children’s early school success. Few studies have examined this construct exclusively among Latino families. Using data from the Early Childhood Longitudinal Study (ECLS-K), the present investigation ( N = 2,051) explored relations between Latino parents’ home and school involvement activities and their children’s literacy skills, and the role of social capital in promoting parents’ involvement practices. Regression analyses showed that parental involvement was a significant predictor of children’s literacy skills above controls. Results also suggest that stronger communication with other parents may be instrumental in increasing both home and school involvement among Latino families, creating a possible avenue through which Latino parents might develop a collective voice within the school sector. Findings have strong implications for teachers, who may be well-positioned to facilitate opportunities for Latino parents to engage in authentic dialogue about their children’s growth, learning, and school success.
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Arredondo, Maria M., Melanie Rosado i Teresa Satterfield. "Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children". Journal of Cognition and Culture 16, nr 3-4 (21.09.2016): 245–66. http://dx.doi.org/10.1163/15685373-12342179.
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Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.
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Justice, Laura M., i Helen K. Ezell. "Print Referencing". Language, Speech, and Hearing Services in Schools 35, nr 2 (kwiecień 2004): 185–93. http://dx.doi.org/10.1044/0161-1461(2004/018).
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Print referencing is an evidence-based strategy that may be used by speech-language pathologists and other early childhood specialists to enhance the emergent literacy skills of young children. Print referencing is a strategy implemented within the context of adult-child shared storybook reading interactions, and specifically refers to the use of verbal and nonverbal cues to encourage children’s attention to and interactions with print. Print referencing increases the metalinguistic focus of storybook reading interactions. When print referencing is delivered within the children’s zone of proximal development, clinicians can foster children’s movement from dependent to independent mastery of key emergent literacy concepts. This clinical exchange provides suggestions for using print referencing as a clinical tool, including a theoretical overview of this approach and descriptions of clinical targets.
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Li, Shifeng, Nan Nan, Qiongying Xu i Jiayue Li. "Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities". Child Language Teaching and Therapy 36, nr 2 (23.04.2020): 79–89. http://dx.doi.org/10.1177/0265659020915943.
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Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.
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Alanís, Iliana, i Raquel Cataldo. "“Want to hear my story?” Developing Latino children’s written narratives through culturally relevant family photographs". Association of Mexican American Educators Journal 15, nr 1 (18.07.2021): 29–56. http://dx.doi.org/10.24974/amae.15.1.416.
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Research supports the importance of developing early literacy skills through culturally relevant activities and school/home partnerships as essential ingredients in high quality early learning environments (Bentley & Souto-Manning, 2019; Gay, 2000). Educators, however, frequently dismiss the significance of honoring a child’s first language, family, and culture when developing early literacy skills (Purcell-Gates, Melzi, Najafi, & Orellana, 2011). Integrating children’s linguistic and cultural understandings, however, is valuable and meaningful for their academic success and overall development (González, Moll, & Amanti, 2005). The purpose of this study was to explore children’s narratives as a culturally relevant practice that promotes early writing. Using student data from a prekindergarten dual language classroom, we found that using family pictures from home provided multiple iterations of children’s stories and demonstrated how Latino families’ cultural experiences are significant for the development of children’s emergent writing development. Implications for practice are discussed.
Rozprawy doktorskie na temat "Children’s Literacy Success Strategy"
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Rafferty, John Michael, i res cand@acu edu au. "The Emergence of a Dominant Discourse Associated with School Programs: A Study of CLaSS". Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp168.23072008.
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This thesis takes the position that once schools and school systems adopt reform programs,the values and meanings inherent in those programs create and perpetuate powerful forms of discourse that characterize the projects themselves, evoke loyalty and commitment and may ultimately serve to stifle other voices. The thesis examines several primary schools involved with the Children’s Literacy Success Strategy (CLaSS) in the Victorian Catholic Education system. It is an analysis of the dominant discourse created and perpetuated by the CLaSS documentation, education officers, principals, and classroom teachers. The study characterizes the nature of that discourse and explores its effects on the work of teachers, principals, and on school improvement. The analysis proposed in no way disparages CLaSS itself, nor does it seek to judge its objectives, or offer a critique of the specific methods used to improve literacy. Rather, it advocates that genuine school improvement requires one to step outside the circle of discourse engendered by reform programs such as CLaSS which promote a ‘single minded’ discourse about themselves and that which the school is attempting. When programs such as CLaSS are introduced into schools as part of a sector wide reform agenda they are expected to provide proof of improved results in order to justify the financial investment associated with the initiative. The values and beliefs of the reform initiative are expected to be accepted by school systems usually without question (Apple, 2000). The effects of such unquestioned acceptance of particular values are examined in the current study. As schools are expected to accept programs like CLaSS in their entirety, it is not possible within the rhetoric of CLaSS to select what elements of the program to adopt. This appears to lead to the creation and perpetuation of an ‘officially’ sanctioned way of thinking about school reform and teaching. Proponents of reform programs may argue that such sanctions are a necessary feature of whole school reform programs and provide a focus for energy and activism, for winning people’s support, and for conveying to parents and the wider school community a sense of purposeful action and rational planning. However, these dominant discourses seem to obscure other perspectives, disallowing critique and preventing reflective discourse and analysis. Indeed, this study holds that genuine school reform requires schools to break out of the imprisonment of dominant discourses and remain open to critical reflection
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Lovelock, Mary Therese, i res cand@acu edu au. "A Case Study of the Implementation of Children’s Literacy Success Strategy: The perceptions of principals, literacy co-ordinators and teachers". Australian Catholic University. Education (VIC), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp196.08052009.
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The aim of this research was to examine the perceptions of principals, literacy co-ordinators and teachers on the implementation of Children’s Literacy Success Strategy (CLaSS) as a literacy and professional development strategy and their insights for future literacy innovation. CLaSS is a whole-school and sector approach to literacy for the early years of schooling. Introduced in 1998 to Catholic primary schools in the Archdiocese of Melbourne, schools implementing CLaSS were supported by a professional development model throughout the implementation. CLaSS introduced to many schools a two-hour daily literacy block, data-driven instruction and the incorporation of professional learning teams within the professional development model. Eleven participants from two Catholic primary schools in the Archdiocese of Melbourne formed a case study for this research. The participants’ perceptions were captured qualitatively and viewed interpretively based on a phenomenological approach. The research had significant findings. Participants endorsed the literacy strategy and the professional development model as an effective approach. In particular, the findings identified that the professional learning teams played a key role in developing and maintaining a culture of learning within the literacy team. This culture of learning assisted in improving learning outcomes for their students. While there was an endorsement of CLaSS, the findings also showed that there were some significant issues raised by participants. This included issues in professional development and student achievement in the areas of comprehension and writing. The findings indicated that professional understanding and student improvement in these areas were not as developed as those for decoding words in reading. Participants also indicated that assessment of student writing was limited by the absence of sector-wide assessment of different genres and, therefore, they were not confident in measuring student improvement in writing. The findings also identified some areas of difficulty within the professional development model, such as catering for individual learning styles and the addition of new team members to the literacy team. The findings indicated that for future literacy innovation, participants would prefer an approach that encompassed literacy and teacher development across the whole school. Based on the participants’ responses, the research also provided recommendations and suggestions for further research in literacy. The recommendations included examining ways in which oral language and new literacies could have more prominence in the literacy block and providing a sector approach to assessment and specific professional development on comprehension and writing. The recommendations also suggested further research could be conducted as to ascertain the extent to which teachers require further professional development in comprehension and writing, how oral language is developed in other schools, and whether leadership has been the significant factor in sustaining the success of the literacy strategy.
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De, Silva Chamellé René. "The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme". Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/2132.
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This thesis is submitted in fulfilment of the requirements for the Degree
Masters in education in the faculty of education and social sciences – Cape Peninsula University of TechnologyThe Western Cape Education Department’s Literacy and Numeracy Strategy 2006-2016 refers to the 2002 assessment (WCED, 2006) of Grade 3 learners. This study found that only 36% of learners were achieving the reading and numeracy outcomes expected of a Grade 3 learner. The vast majority of learners were underperforming two to three years below expectation (WCED Literacy and Numeracy Strategy 2006-2016). South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforces the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases. It was against this background that I wanted to investigate the value and impact of a children's literature - based reading programme, as the importance of independent and critical reading at the primary level cannot be over estimated. PIRLS, (2006) highlights the areas of low achievement of South African learners by referring to the twelve reading skills and strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. I argue for the inclusion of an alternative reading programme to the phonics only approach currently and predominantly used in Foundation Phase. Social constructivists see as crucial, both the context in which learning occurs and the social context that learners bring to their learning environment. This theoretical framework, as well as the Reader Response theory of Rosenblatt (1982) underpins this study. Relevant cognitive theories and their underpinnings in reading motivation and achievement are reviewed. The literature review is an in-depth study of recent and current reading research. The main aspects covered by the literature are literacy skills, language acquisition and its related skills. The study is lodged in a qualitative paradigm and embedded in action research. The analysis is framed in constructivist grounded theory. The quantitative data collected support the qualitative data and enhance the validity of the findings that indicate that the study of literature is effective in developing higher order thinking skills identified by Bloom (1956) and present in the PIRLS (2006) test methodology.
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Kerr, Lindsay Anne. "The Educational Production of Students at Risk". Thesis, 2011. http://hdl.handle.net/1807/29771.
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Informed by institutional ethnography, and taking the problematic from disjunctures in teacher/participants’ experience between actual practice and official policy, this study is an intertextual analysis of print/electronic documents pertaining to students ‘at risk.’ It unpacks the Student Success Strategy in Ontario secondary schools as organized around discourses on risk and safety. Discriminatory classing and racializing processes construct students ‘at risk’ in ways that reproduce socio-economic inequities through premature streaming into pathways geared to post-secondary destinations: university, college, apprenticeship and work. This study questions the accounting logic that reduces education to skills training in workplace literacy/numeracy, and contradicts the official ‘success’ story that promotes Ontario as a model of large-scale educational change. The follow-up intertextual analyses reveal ideological circles that promote ‘evidence-based research’ and ‘evidence-informed practice,’ while actually gearing education to improving ‘results’ on large-scale standardized tests and manufacturing consent for government policies. Questions arise about the lack of transparency and selective use of educational research. A web of behind-the-scenes activities are made visible at public policy think-tanks (e.g. Canadian Council on Learning; Canadian Language and Literacy Research Network), and two little-researched bodies in educational governance — the Council of Ministers of Education Canada (CMEC) and OECD. Although invisible to teachers, the infrastructure for the Student Success Strategy is the Ontario School Information System (OnSIS); this web-enabled data-management technology has built-in capacity to profile students ‘at risk’ and to instigate accountability and surveillance over teachers’ work, with implications for re-regulating teaching practice towards test scores and aggregate statistics. With the intention of transforming education towards genuine equity, and linking the re-organization of social relations in large-scale reform locally, nationally and globally, this study contributes to critical scholarship on the effects of reform policies on people’s lives and extends knowledge of how translocal text-mediated ruling relations operate in education.
Książki na temat "Children’s Literacy Success Strategy"
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Great Britain. Department for Education and Skills. lessons for success: Delivering skills for life : the national strategy for improving adult literacy and numeracy skills. Nottingham: DfES Publications, 2002.
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Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration". W Implementing Deeper Learning and 21st Education Reforms, 39–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.
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Abstract The education system of the province of Ontario, Canada ranks among the best in the world and has been touted as a model of excellence for other countries seeking to improve their education system. In a system-wide reform, leaders used a political and professional perspective to improve student performance on basic academic skills. The school system rose to renown after this reform which moved Ontario from a “good” system in 2000 to a “great” one between 2003 and 2010 (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)). Premier Dalton McGuinty arrived in office in 2003 with education as his priority and was dubbed the “Education Premier” because of this mandate. His plan for reform had two primary goals: to improve student literacy and numeracy, and to increase secondary school graduation rates. McGuinty also wanted to rebuild public trust that had been damaged under the previous administration. The essential element of Ontario’s approach to education reform was allowing educators to develop their own plans for improvement. Giving responsibility and freedom to educators was critical in improving professional norms and accountability among teachers (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)) and the sustained political leadership throughout the entire reform concluding in 2013 provided an extended trajectory for implementing and adjusting learning initiatives. The Ministry of Education’s Student Achievement Division, which was responsible for designing and implementing strategies for student success, took a flexible “learning as we go” attitude in which the reform strategy adapted and improved over time (Directions Evidence and Policy Research Group. The Ontario student achievement division student success strategy evidence of improvement study. Retrieved from http://www.edu.gov.on.ca/eng/research/EvidenceOfImprovementStudy.pdf, (2014)). This chapter will discuss influences on the reform design and key components of strategies to support student and teacher development and build a relationship of accountability and trust among teachers, the government and the public. The successes and shortcomings of this reform will be discussed in the context of their role in creating a foundation for the province’s next steps towards fostering twenty-first century competencies in classrooms.
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"The National Literacy Strategy: missing a crucial link? A comparative study of the National Literacy Strategy and Success for All". W Education 3-13, 269–81. Routledge, 2013. http://dx.doi.org/10.4324/9780203078761-32.
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Hickey, Ruth, i Hilary Whitehouse. "Multiple Literacies and Environmental Science Education". W Multiple Literacy and Science Education, 123–41. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-690-2.ch008.
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A project by James Cook University’s School of Education created an online learning environment targeted at rural and regional schools in Far North Queensland. Pre-service teachers worked with practising teachers and children to develop learning activities which were shared through the BirdNet website. The site hosts a wide range of learning activities for bird identification, building school gardens, as well as professional learning tools such as lesson plans and integrated units of work. Project successes indicate that innovation, creativity and place-based learning can support high levels of both ICT and scientific literacy in all participants. The challenges faced included those resulting from technical issues, effects of distance, child-safety provisions for an on-line environment, and entry level of skills for participants. The value of informal learning by pre-service teachers, freed from the formal learning assessment regime, is endorsed as a valid sustainable, strategy which can be adopted by teacher educators.
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Yager, Zali. "Promoting Positive Body Image and Embodiment in Schools". W Handbook of Positive Body Image and Embodiment, redaktorzy Tracy L. Tylka i Niva Piran, 346–59. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190841874.003.0033.
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Body image programming has been implemented in schools to varying degrees of success, but to date, no programs specific to positive body image have been developed and evaluated. This chapter reviews programs that have been effective in improving body image to determine whether the elements of positive body image and embodiment have been present in program content. Some elements of positive body image, such as media literacy and critiquing stereotypes, were present in all five programs conducted with children (<12 years), and all eight programs conducted with adolescents (13–18 years). Additionally, agency (through activism and voice) and broadly conceptualizing beauty were often present in children’s programs, and resisting objectification and agency were often present in adolescent programs. Only one program included the Body Appreciation Scale as a measure of program effectiveness. Potential future directions for programs are discussed, including the incorporation of positive movement, mindfulness, and self-compassion.
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Sadoo, Samantha, i David A. Ross. "Strategies to improve adolescent health". W Oxford Textbook of Global Health of Women, Newborns, Children, and Adolescents, redaktorzy Delan Devakumar, Jennifer Hall, Zeshan Qureshi i Joy Lawn, 82–86. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198794684.003.0017.
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Adolescents have previously been neglected on the global health agenda, but recent progress has been made with the inclusion of adolescents in the UN Global Strategy for Women’s, Children’s, and Adolescents’ Health (2016-2030), and the landmark 2017 document the from WHO and other agencies, AA-HA! Guidance, designed to support in-country implementation of strategies for adolescent health. Investing in adolescent programmes yields a triple return; improving the health of the adolescent, of their future selves as adults, and then of their children. As the main determinants of adolescent health are outside the specific remit of the health sector, interventions must be delivered by multiple sectors, including education, social protection, roads and infrastructure, and employment, and be targeted more widely at various levels of influence; the individual and family, community, school, media and technology, environment, and legal frameworks. Adolescent participation and engagement in programmes is key to their success.
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Carter, Bryan D., William G. Kronenberger, Eric L. Scott i Christine E. Brady. "Session 9: Keys to Maintaining Progress". W Children's Health and Illness Recovery Program (CHIRP), 103–6. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190070267.003.0010.
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Session 9 provides a review of the individual skills the teen has acquired in the Children’s Health and Illness Recovery Program (CHIRP) with a focus on relapse prevention strategies and anticipatory guidance. Key components of CHIRP are emphasized as they apply to teen and parent strategy for “Working Towards a Normal Daily Schedule.” At this point in the program most teens should have recognized the benefits of improved sleep and activity levels, increased social contacts with peers, and increased comfort in assertively communicating with others. Parents should demonstrate an increased willingness to support and trust their teen in becoming more independent in managing various aspects of their chronic illness, as well as in decision making in setting their personal schedule and making lifestyle choices. A key component to success in sustaining these gains is the willingness of family members to continue to follow established family rules for communicating about symptoms and resolving conflicts.
Streszczenia konferencji na temat "Children’s Literacy Success Strategy"
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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya". W The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.
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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an important axis around which all educational processes revolve including the success in the acquisition of the children’s literacy skills. The purpose of this study was to find out the impact of teacher interpersonal characteristics on the acquisition of reading skills among grade three pupils in public primary schools in Bungoma County, Kenya. Vygotsky’s (1978) theory was fundamental to this study. A descriptive survey research was adopted in the study focusing on grade three pupils, their class teacher and the headteachers in Bumula Sub-County. Simple random sampling and purposive sampling techniques were used to select the study sample of 32%. Data was collected using questionnaires, interview schedules and reading tests for grade three pupils to determine their level of reading skills. The researcher designed a pupil test to determine the levels of reading across the Grade III Learners. The study found out that teachers’ interpersonal characteristics had an impact on the acquisition of reading skills among the grade III learners. The study further established that Grade III pupils in Bungoma County have overall poor reading skills as manifested by their dismal sound recognition, comprehension, word recognition, and reading fluency. Furthermore, the study established that Grade III teachers are neither aware nor apply their interpersonal skills, but rely on their skills to help Grade III learners acquire reading skills. The study recommended that Bungoma County’s Ministry of Education should use these findings for policy implementation as a way or improving teacher interpersonal relationships, through modification of the curriculum of teacher training colleges. Keywords: Acquisition, Impact, Interpersonal characteristics, Reading skills