According to Britannica Dictionary inspiration is: “something that makes someone want to do something or that gives someone an idea about what to do or create” (@2023). Inspiration is one of the most important things in the teaching profession, teachers are always looking for new inspiration and ideas, what to do in their classrooms. And when the teachers lack inspiration, they try to find it, not in the books anymore, but on the internet. In this study the content of the biggest Czech Facebook group for preschool teacher “Inspiration for preschool teachers” (nearly 40 000 members) was analyzed. Because according to the Czech Statistical Office (2022) there are only 33 156 preschool teachers in the Czech Republic, only the posts that were clearly from preschool teachers were included in this research. The main goal was to identify what kind of inspiration the teachers are looking for on Facebook, and what kind of inspiration are the teachers sharing in this group. From 623 posts (month and a half of posts) the following themes and characteristics were identified: Planning (activities in general, songs, fairy tales & rhymes, art, movement games, group activities, literacy, dramatization, math and themes). Equipment (art supplies, IT supplies, decorations, furniture, specific pictures or books), External programmes; Education. With the most common theme being questions about planning, specifically activities in general, when the teachers have a given theme and are asking for any activity related to this theme. From the second research question “what kind of inspiration are the teachers sharing” were following themes and categories identified: Activities (art, math, literacy, inquiry-based learning, movement activities, graphomotoric, dramatization, polytechnic, group activities, songs). Education; External programmes, Materials and Decorations.
根据《大英百科词典》的解释，灵感是:“让某人想做某事的东西，或者给某人一个做什么或创造什么的想法”(@2023)。灵感是教学职业中最重要的事情之一，教师总是在寻找新的灵感和想法，在他们的课堂上做什么。当老师们缺乏灵感时，他们就会去寻找灵感，不再是在书本上，而是在互联网上。本研究对捷克最大的幼儿园教师Facebook群“Inspiration for preschool teachers”(近4万成员)的内容进行了分析。因为根据捷克统计局(2022)的数据，捷克共和国只有33 156名幼儿教师，所以只有明确来自幼儿教师的职位被纳入本研究。主要目的是确定教师在Facebook上寻找什么样的灵感，以及教师在这个小组中分享什么样的灵感。从623篇帖子(一个半月的帖子)中，我们发现了以下主题和特征:策划(一般活动，歌曲，童话和押韵，艺术，动作游戏，小组活动，识字，戏剧，数学和主题)。设备(美术用品、IT用品、装饰品、家具、特定图片或书籍)、外部课程;教育。最常见的主题是关于计划的问题，特别是一般的活动，当老师有一个给定的主题，并要求与这个主题相关的任何活动。从第二个研究问题“教师分享什么样的灵感”中，确定了以下主题和类别:活动(艺术，数学，识字，探究式学习，运动活动，文字，戏剧，理工，小组活动，歌曲)。教育;外部项目、材料和装饰。
{"title":"INSPIRATION FOR PRESCHOOL TEACHERS: CONTENT ANALYSIS OF CZECH FACEBOOK GROUP","authors":"M. Dědičová","doi":"10.36315/2023v1end069","DOIUrl":"https://doi.org/10.36315/2023v1end069","url":null,"abstract":"According to Britannica Dictionary inspiration is: “something that makes someone want to do something or that gives someone an idea about what to do or create” (@2023). Inspiration is one of the most important things in the teaching profession, teachers are always looking for new inspiration and ideas, what to do in their classrooms. And when the teachers lack inspiration, they try to find it, not in the books anymore, but on the internet. In this study the content of the biggest Czech Facebook group for preschool teacher “Inspiration for preschool teachers” (nearly 40 000 members) was analyzed. Because according to the Czech Statistical Office (2022) there are only 33 156 preschool teachers in the Czech Republic, only the posts that were clearly from preschool teachers were included in this research. The main goal was to identify what kind of inspiration the teachers are looking for on Facebook, and what kind of inspiration are the teachers sharing in this group. From 623 posts (month and a half of posts) the following themes and characteristics were identified: Planning (activities in general, songs, fairy tales & rhymes, art, movement games, group activities, literacy, dramatization, math and themes). Equipment (art supplies, IT supplies, decorations, furniture, specific pictures or books), External programmes; Education. With the most common theme being questions about planning, specifically activities in general, when the teachers have a given theme and are asking for any activity related to this theme. From the second research question “what kind of inspiration are the teachers sharing” were following themes and categories identified: Activities (art, math, literacy, inquiry-based learning, movement activities, graphomotoric, dramatization, polytechnic, group activities, songs). Education; External programmes, Materials and Decorations.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74003019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"REVIEWING THE LITERATURE ON THE INTERPLAY OF CREATIVITY AND CRITICAL THINKING IN EDUCATION","authors":"","doi":"10.36315/2023v1end138","DOIUrl":"https://doi.org/10.36315/2023v1end138","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74132241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Power semiconductor devices are frequently used in contemporary world. They are used in all areas of everyday life and industrial applications. Thanks to this fact, it is necessary for current and new professionals to be trained and educated in the given theory. Part of this theory, in which our students are educated is the state space analysis of power systems, which represents their mathematical descriptions. Therefore, we created multiple simulation models of many power electronic systems. These models are used by students to verify the correctness of the performed state space analysis of the systems and to compare their results with classical circuit wiring diagram. The aim of such a simulation models is to introduce students to the variety of possibilities to analyze power electronic systems, understanding of their functionality, and also their open loop or closed loop control. There are also other benefits, like deeper understanding of mathematical skills. This paper describes multiple simulation models (topologies) of power systems, their analysis and control.
{"title":"ANALYSIS, MODELING AND CONTROL OF POWER ELECTRONIC SYSTEMS AND THEIR SIMULATION AS AN EDUCATIONAL SUPPORT","authors":"Juraj Šimko, Michal Praženica, R. Koňarik","doi":"10.36315/2023v1end096","DOIUrl":"https://doi.org/10.36315/2023v1end096","url":null,"abstract":"Power semiconductor devices are frequently used in contemporary world. They are used in all areas of everyday life and industrial applications. Thanks to this fact, it is necessary for current and new professionals to be trained and educated in the given theory. Part of this theory, in which our students are educated is the state space analysis of power systems, which represents their mathematical descriptions. Therefore, we created multiple simulation models of many power electronic systems. These models are used by students to verify the correctness of the performed state space analysis of the systems and to compare their results with classical circuit wiring diagram. The aim of such a simulation models is to introduce students to the variety of possibilities to analyze power electronic systems, understanding of their functionality, and also their open loop or closed loop control. There are also other benefits, like deeper understanding of mathematical skills. This paper describes multiple simulation models (topologies) of power systems, their analysis and control.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"237 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76978334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"EMBEDDING TRAUMA-INFORMED CARE PRACTICES INTO SPECIAL EDUCATION PERSONNEL PREPARATION PROGRAMS","authors":"","doi":"10.36315/2023v1end087","DOIUrl":"https://doi.org/10.36315/2023v1end087","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78233018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objectives: To develop a second-tier Response to Intervention (RTI) program for the development of executive functions in first-year elementary school students and to analyze the clinical significance of the program via a pilot study. Method: The work was carried out in two phases: elaboration and application of the RTI program; followed by a clinical significance analysis of the children’s performance in pre and post-test situations. Participants: The initial sample comprised 71 children (age from 6 years to 6 years and 11 months, of both sexes) from two public schools (groups GI and GII). These were submitted to a pre-assessment protocol: Attention Screening Test by digit cancellation; Five Digit Test; Digit Span subtest, Track Testing, and Protocol for Early Identification of Reading Problems. Risk for difficulty in executive function was presented by 18/37 of the participants that completed the pre-assessment protocol and these were selected for the intervention program. Results: There was a reliable improvement in the components of executive function inhibition, working memory and alternation, for some children and in rhyme identification tasks, phoneme production, and phonological working memory, although the program does not focus on its development. Conclusion: The program we elaborated demonstrated applicability and can be used by educational speech therapists, school psychologists and educators as a scientific evidence-based intervention tool to support the development of executive functions in second-tier RTI programs.
{"title":"RESPONSE TO INTERVENTION (RTI) PROGRAM FOR THE DEVELOPMENT OF EXECUTIVE FUNCTIONS IN FIRST-YEAR ELEMENTARY SCHOOL","authors":"Graziele Kerges-Alcantara, S. Capellini","doi":"10.36315/2023v1end112","DOIUrl":"https://doi.org/10.36315/2023v1end112","url":null,"abstract":"Objectives: To develop a second-tier Response to Intervention (RTI) program for the development of executive functions in first-year elementary school students and to analyze the clinical significance of the program via a pilot study. Method: The work was carried out in two phases: elaboration and application of the RTI program; followed by a clinical significance analysis of the children’s performance in pre and post-test situations. Participants: The initial sample comprised 71 children (age from 6 years to 6 years and 11 months, of both sexes) from two public schools (groups GI and GII). These were submitted to a pre-assessment protocol: Attention Screening Test by digit cancellation; Five Digit Test; Digit Span subtest, Track Testing, and Protocol for Early Identification of Reading Problems. Risk for difficulty in executive function was presented by 18/37 of the participants that completed the pre-assessment protocol and these were selected for the intervention program. Results: There was a reliable improvement in the components of executive function inhibition, working memory and alternation, for some children and in rhyme identification tasks, phoneme production, and phonological working memory, although the program does not focus on its development. Conclusion: The program we elaborated demonstrated applicability and can be used by educational speech therapists, school psychologists and educators as a scientific evidence-based intervention tool to support the development of executive functions in second-tier RTI programs.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74639008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years two kind of publications were observable: On the one hand, there were many contributions arguing why every child should learn to code. Beside fascinating and motivating children for STEM (Science Technology Engineering Mathematics) topics and giving a good career preparation, coding also can strengthen general skills like e.g. resilience, creativity and organization. On the other hand, there exist several publications by the OECD (Organization for Economic Co-operation and Development) describing future skills for children as well as issues of future education and work. Particularly the OECD has developed the “OECD Learning Compass 2030”. This work is divided into several concepts. Each concept describes different skills being relevant for the children future. In this contribution, we want to compare, contrast and merge these two fields of publications. Therefore, we examine an extensive literature review and give an overview about skills that can be imparted by teaching children to code. Then we take a look at OECD’s compass and general skills. Therefore, we analyze the publications of OECD and apply text extraction to get relevant keywords of skills. Subsequently, we compare the coding skills with the OECD skills and look which aspects of the OECD compass can be fulfilled by teaching to code. As a result, we can note that attaining many of the OECD future skills can be supported by teaching children to code. We also have identified which skills cannot covered by coding resp. which additional benefits knowledge in coding offers. The paper concludes with a summary and an outlook. Future tasks are, e.g. examine at which age children should start learning to code, which are appropriate ways to teach and learn coding or concerning the question whether coding education should be realized as an one-size-fits-all approach or by applying internal differentiation.
{"title":"CODING FOR CHILDREN – A WAY TO FULFILL THE AIMS OF THE OECD LEARNING COMPASS 2030?","authors":"Olaf Herden","doi":"10.36315/2023v1end063","DOIUrl":"https://doi.org/10.36315/2023v1end063","url":null,"abstract":"In recent years two kind of publications were observable: On the one hand, there were many contributions arguing why every child should learn to code. Beside fascinating and motivating children for STEM (Science Technology Engineering Mathematics) topics and giving a good career preparation, coding also can strengthen general skills like e.g. resilience, creativity and organization. On the other hand, there exist several publications by the OECD (Organization for Economic Co-operation and Development) describing future skills for children as well as issues of future education and work. Particularly the OECD has developed the “OECD Learning Compass 2030”. This work is divided into several concepts. Each concept describes different skills being relevant for the children future. In this contribution, we want to compare, contrast and merge these two fields of publications. Therefore, we examine an extensive literature review and give an overview about skills that can be imparted by teaching children to code. Then we take a look at OECD’s compass and general skills. Therefore, we analyze the publications of OECD and apply text extraction to get relevant keywords of skills. Subsequently, we compare the coding skills with the OECD skills and look which aspects of the OECD compass can be fulfilled by teaching to code. As a result, we can note that attaining many of the OECD future skills can be supported by teaching children to code. We also have identified which skills cannot covered by coding resp. which additional benefits knowledge in coding offers. The paper concludes with a summary and an outlook. Future tasks are, e.g. examine at which age children should start learning to code, which are appropriate ways to teach and learn coding or concerning the question whether coding education should be realized as an one-size-fits-all approach or by applying internal differentiation.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87854987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The workshop 'conscious critical thinking' provides insight into the concept of critical thinking and the importance of this basic skill for literature education at secondary schools. Background: The student who reads a text formulates a judgment: immediately and instinctively. By using the academic skill of critical thinking in the lesson, the teacher can make the student think more deeply about his own judgment and the meaning of a literary work. The workshop focuses on the primary response when reading a literary text: participants experience the influence of this primary reaction on the reasoned final judgment on a literary text. Key Points: Critical thinking is an extremely useful tool that allows the teacher to strengthen the students in three areas: knowledge about literary conventions, the application of critical thinking as an academic skill and the understanding of the individual thought process. Procedure: After a general introduction, the participants are asked to read a short text and to give a first reaction in specific places in the text using keywords. These responses are then compared with the results of an intervention in students from the upper classes of secondary education. The ensuing discussion focuses on the general tendency in these responses and the influence that the primary reading experiences can have on the further thought process. Description participants: The workshop is aimed at researchers as well as language teachers with a maximum number of 25 participants.
{"title":"THE APPLICATION OF CRITICAL THINKING IN LITERATURE EDUCATION","authors":"Gepco de Jong","doi":"10.36315/2023v1end146","DOIUrl":"https://doi.org/10.36315/2023v1end146","url":null,"abstract":"Purpose: The workshop 'conscious critical thinking' provides insight into the concept of critical thinking and the importance of this basic skill for literature education at secondary schools. Background: The student who reads a text formulates a judgment: immediately and instinctively. By using the academic skill of critical thinking in the lesson, the teacher can make the student think more deeply about his own judgment and the meaning of a literary work. The workshop focuses on the primary response when reading a literary text: participants experience the influence of this primary reaction on the reasoned final judgment on a literary text. Key Points: Critical thinking is an extremely useful tool that allows the teacher to strengthen the students in three areas: knowledge about literary conventions, the application of critical thinking as an academic skill and the understanding of the individual thought process. Procedure: After a general introduction, the participants are asked to read a short text and to give a first reaction in specific places in the text using keywords. These responses are then compared with the results of an intervention in students from the upper classes of secondary education. The ensuing discussion focuses on the general tendency in these responses and the influence that the primary reading experiences can have on the further thought process. Description participants: The workshop is aimed at researchers as well as language teachers with a maximum number of 25 participants.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88819687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"ENGLISH IN ALGERIAN PRIMARY SCHOOLS: PROSPECTS AND REALITIES","authors":"","doi":"10.36315/2023v1end134","DOIUrl":"https://doi.org/10.36315/2023v1end134","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"12 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89848431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"DRAMATIC PLAY AS A DEVELOPMENTAL MEANS OF PRESCHOOL CHILDREN'S MOTOR CREATIVITY","authors":"","doi":"10.36315/2023v1end141","DOIUrl":"https://doi.org/10.36315/2023v1end141","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83659425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maíra Anelli Martins, N. D. Bianco, Ilaria D'Angelo, C. Giaconi, S. Capellini
Introduction: Assessment measures of oral reading fluency can be applied by teachers or education professionals and help to provide an overview of the academic development in reading of each student; and when these simple measures are systematically applied over time, they can be used to track a student's possible difficulties. Aim: This study aimed to monitor the development of oral reading fluency in students from the 2nd to the 5th grade of Elementary School I during the school year. Method: This study was approved by the research ethics committee (09575419.0.0000.5406) of the home institution. The study included 400 students from the 2nd to the 5th grade of Elementary School I from a municipal public school in the interior of the State of São Paulo, aged from 7 years to 10 years and 11 months. The Performance Assessment in Reading Fluency was applied. Reading fluency measures were performed by collecting oral reading of three texts of the same textual complexity in the months of March, July and November. For the analysis of each text, the analysis parameters of the types of errors made during reading were used, referring to words read correctly and incorrectly per minute. Results: The results were statistically analyzed using the Statistical Package for Social Sciences, version 22.0, with a significance level of 5% (0.050). With the application of the Wilcoxon Signed Rank Test, it was possible to verify that there was a statistically significant difference in the groups of this study both for the total number of words read correctly in one minute and the total number of words read incorrectly between the third moment of the fluency measure in comparison with the first moment. With the application of the Mann-Whitney Test, it was possible to verify that there was a statistically significant difference, indicating that the groups had a lower number of words read correctly per minute in the first reading measure compared to the second and third measures. This same finding was found in the reading of misspelled words per minute. Conclusion: The results of this study allowed monitoring and accompanying in a simple, reliable and valid way, the progressive development of oral reading fluency, evidenced by the increase in the number of words read correctly and the decrease in the number of errors from the 2nd to the 5th grade of Elementary School I.
简介:口头阅读流畅性的评估方法可以由教师或教育专业人员应用，并有助于提供每个学生在阅读方面的学术发展概况;当这些简单的措施系统地应用一段时间后，它们就可以用来追踪学生可能遇到的困难。目的:本研究旨在监测一学年小学二年级至五年级学生口语阅读流畅性的发展情况。方法:本研究经所属机构研究伦理委员会(09575419.0.0000.5406)批准。这项研究包括400名来自圣保罗州内陆一所市立公立学校的小学一年级二年级到五年级的学生，年龄从7岁到10岁零11个月不等。采用阅读流畅性测验。通过收集3月、7月和11月三篇相同文本复杂性的口语阅读来进行阅读流畅性测试。对于每篇文章的分析，使用的是阅读过程中错误类型的分析参数，即每分钟正确阅读和错误阅读的单词。结果:使用Statistical Package for Social Sciences, version 22.0对结果进行统计分析，显著性水平为5%(0.050)。通过应用Wilcoxon sign Rank检验，可以验证本研究的各组在流利度测量的第三个时刻与第一个时刻相比，在一分钟内正确阅读的单词总数和错误阅读的单词总数有统计学上的显著差异。通过曼-惠特尼测试的应用，可以验证有统计学上显著的差异，表明在第一次阅读测量中，与第二和第三次测量相比，两组每分钟正确阅读的单词数较低。同样的结果也出现在每分钟阅读拼写错误的单词上。结论:本研究结果能够以简单、可靠、有效的方式监测和陪伴小学二年级至五年级学生口语阅读流畅性的逐步发展，表现为正确阅读单词数的增加和错误数的减少。
{"title":"MONITORING ORAL READING FLUENCY IN ELEMENTARY SCHOOL I","authors":"Maíra Anelli Martins, N. D. Bianco, Ilaria D'Angelo, C. Giaconi, S. Capellini","doi":"10.36315/2023v1end064","DOIUrl":"https://doi.org/10.36315/2023v1end064","url":null,"abstract":"Introduction: Assessment measures of oral reading fluency can be applied by teachers or education professionals and help to provide an overview of the academic development in reading of each student; and when these simple measures are systematically applied over time, they can be used to track a student's possible difficulties. Aim: This study aimed to monitor the development of oral reading fluency in students from the 2nd to the 5th grade of Elementary School I during the school year. Method: This study was approved by the research ethics committee (09575419.0.0000.5406) of the home institution. The study included 400 students from the 2nd to the 5th grade of Elementary School I from a municipal public school in the interior of the State of São Paulo, aged from 7 years to 10 years and 11 months. The Performance Assessment in Reading Fluency was applied. Reading fluency measures were performed by collecting oral reading of three texts of the same textual complexity in the months of March, July and November. For the analysis of each text, the analysis parameters of the types of errors made during reading were used, referring to words read correctly and incorrectly per minute. Results: The results were statistically analyzed using the Statistical Package for Social Sciences, version 22.0, with a significance level of 5% (0.050). With the application of the Wilcoxon Signed Rank Test, it was possible to verify that there was a statistically significant difference in the groups of this study both for the total number of words read correctly in one minute and the total number of words read incorrectly between the third moment of the fluency measure in comparison with the first moment. With the application of the Mann-Whitney Test, it was possible to verify that there was a statistically significant difference, indicating that the groups had a lower number of words read correctly per minute in the first reading measure compared to the second and third measures. This same finding was found in the reading of misspelled words per minute. Conclusion: The results of this study allowed monitoring and accompanying in a simple, reliable and valid way, the progressive development of oral reading fluency, evidenced by the increase in the number of words read correctly and the decrease in the number of errors from the 2nd to the 5th grade of Elementary School I.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86854504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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