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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
Schaefer, Maxine. - : Open Science Framework, 2022
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國小一年級新住民學生注音符號教學之行動研究 ; Action Research on Teaching First-Grade New Immigrant Students Mandarin Phonetic Symbols
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A multi-sensory tutoring program for students at-risk of reading difficulties: Evidence from a randomized field experiment
Bøg, Martin; Dietrichson, Jens; Aldenius, Anna. - : Uppsala: Institute for Evaluation of Labour Market and Education Policy (IFAU), 2019
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Cultivate reading for personal purpose in the 1st year of primary school. Impact and expertise of the teacher. ; CULTIVER LA LECTURE PRIVEE EN CLASSE DE CP. Effet et savoir-faire de l’enseignant.
Vadcar, Anne. - : HAL CCSD, 2018
In: https://tel.archives-ouvertes.fr/tel-02014433 ; Education. Université Grenoble Alpes, 2018. Français. ⟨NNT : 2018GREAL024⟩ (2018)
Abstract: The purpose of this study is to explore the acculturating features of some teaching practices using youth literature in the 1st year. Reinforced by the research LireÉcrireCP, it compares the practices of two different groups of classes of different efficiency within a quantitative approach without impact on the teachers’ practices. Three different types of practice are studied in this research: the reading by the teacher for pupils, the lessons of text exploration, and the implementation of a library within the classroom. In our study, according to the LireÉcrireCP research, 15 classes are recognised as the most efficient ones, and 15 others as the less efficient ones. The efficiency is assessed according to the progression made by the pupils attributable only to the teacher, so-called the teacher’s effect. This progression is assessed at the beginning and at the end of the school year. In contrast with the less efficient group of classes, the results observed in the most efficient group of class show that the investigated practices help to develop and cultivate reading for personal purpose of pupils. The acculturation is therefore characterised by the implementation of rituals featuring the cultural practice of reading for personal purpose with its three indissociable components: subjective, sociable, and cognitive. The study is extended by an investigation of the teachers’ practices within the most efficient groups. It highlights that shaping of the pupils’ activity is ensured by a strong scaffolding of the pupils by the teacher. This scaffold must rest upon the acting, on the reification, and on the verbalisation. Lastly, the analysis of the language’s scaffold shows that in these classes, the oral activity that complements the reading of youth literature is particularly thinking demanding and depends on the supporting skills of the teacher for the construction of the point of view where reformulating and structuring the pupil’s speech are essential. ; Cette étude vise à explorer le caractère acculturant de pratiques scolaires ordinaires utilisant la littérature de jeunesse en classe de cours préparatoire. Adossée à la recherche LireÉcrireCP, elle compare dans une démarche à la fois écologique et quantitative les pratiques de deux groupes de classes à l’efficacité contrastée. Trois pratiques sont étudiées dans ce travail : la lecture offerte, la séance de découverte de texte et l’implantation d’une bibliothèque de classe. Le corpus est composé des 15 classes qualifiées, par la recherche LireÉcrireCP, comme les plus efficaces et les 15 les moins efficaces. L’efficacité est mesurée en fonction de la progression des élèves, évalués en début et fin d’année, et attribuable uniquement à l’enseignant, ce qu’on peut nommer aussi l’effet-enseignant. Les résultats montrent que dans le groupe des classes les plus efficaces, et contrairement au deuxième groupe, les pratiques étudiées comportent une dimension qui cultive la lecture privée chez les élèves. L’acculturation est alors caractérisée par la mise en œuvre de situations rituelles mettant en scène la pratique culturelle de lecture pour soi dans ses trois composantes indissociables : subjective, sociale et cognitive. L’étude est prolongée par une analyse qualitative des pratiques des maitres du groupe le plus efficace. Elle montre que la modélisation de l’activité de l’élève est assurée par un étayage serré de l’enseignant et que celui-ci repose sur la mise en scène des corps, des réifications et sur la verbalisation. L’analyse de l’étayage langagier montre enfin que, dans ces classes, les oraux qui entourent les lectures de littérature de jeunesse sont particulièrement réflexifs et relèvent d’une compétence professionnelle particulière consistant à étayer la construction négociée d’un point de vue où la reformulation et la structuration du discours sont essentielles.
Keyword: : teaching of reading in French; [SHS.EDU]Humanities and Social Sciences/Education; Acculturation; Cours préparatoire; Didactique du français; Effective teaching practises; Efficacité des pratiques d'enseignement; First grade; Lecture privée; Reading for personal purpose; Ritual; Rituel
URL: https://tel.archives-ouvertes.fr/tel-02014433/document
https://tel.archives-ouvertes.fr/tel-02014433/file/VADCAR_2018_archivage.pdf
https://tel.archives-ouvertes.fr/tel-02014433
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Práticas de literacia familiar, competências linguísticas e desempenho em leitura no primeiro ano de escolaridade
Martins, Margarida Alves; Salvador, Liliana Ferreira dos Santos. - : Instituto Superior de Psicologia Aplicada, 2018
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Aprender a ler, escrevendo : Impacto de um programa de escrita na leitura de crianças do 1º ano do E.B. em risco de desenvolver dificuldades de aprendizagem
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7
Bambine e ragazzi bilingui nelle classi multietniche di Torino
Ritucci, Raffaella. - : Humboldt-Universität zu Berlin, 2018
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8
Verbal -s Productions in the Structured Writing Samples of Variable AAE-Speaking Fourth-Grade Students With and Without Language Impairment
In: Doctoral Dissertations (2017)
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9
Exploring the Relationship Between the Use of a Selected Phonics Curriculum and the Oral Reading Fluency and Nonsense Word Fluency Scores of First-grade Students
In: All Graduate Theses and Dissertations (2017)
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10
First Grade Outcomes From a Phonological Awareness Intervention
Nishikawa, Corrie Mieko. - : eScholarship, University of California, 2016
In: Nishikawa, Corrie Mieko. (2016). First Grade Outcomes From a Phonological Awareness Intervention. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/22n7t41j (2016)
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11
Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.
In: Journal of school psychology, vol 56 (2016)
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12
Teaching writing in first grade: a description of teachers’ practices in 131 classes ; L’enseignement de l’écriture en CP : description des pratiques enseignantes dans 131 classes
In: ISSN: 0755-7817 ; EISSN: 2263-5947 ; Repères : Recherches en didactique du français langue maternelle ; https://hal.archives-ouvertes.fr/hal-01348845 ; Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2016, Lecture et écriture : les choix des enseignants au début de l’école élémentaire, pp.97-120. ⟨10.4000/reperes.950⟩ ; http://reperes.revues.org/950 (2016)
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13
"Is That Right?"; Evidence of Problem Solving Thought Within a One-On-One Intervention
In: Electronic Theses and Dissertations (2016)
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14
Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years
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15
O ensino da leitura e da escrita no 1º ano de escolaridade: os resultados dos alunos em leitura
Gaitas, Sérgio Miguel Protásio. - : ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2014
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16
Advancing the speaking and listening skills of English language learners in the primary grades through creative drama
In: Brouillette, Liane. (2012). Advancing the speaking and listening skills of English language learners in the primary grades through creative drama. TESOL Journal, 3(3), 138 - 145. doi:10.1002/tesj.8. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/6wr3450h (2012)
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17
幼小教師及大班家長對幼小銜接準備度之觀點與作法 ; Perspectives and Approaches of Kindergarten Teachers First Grade Teachers and Kindergarten Parents toward Kindergarten Children’s Readiness for Elementary School
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18
Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade
Burns, Darci A., 1967-. - : University of Oregon, 2011
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19
The perceptions of play among educators in kindergarten and grade one classrooms /
Smith, Shelley.. - : Brock University, 2009
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20
The impact of a training program in phonological awareness on children's early writing
Graham, Christina.. - : Brock University, 2009
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