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1: Emergent literacy skills in steering documents, pre-primary and primary education, 2009/10 a. Knowledge and understanding of print
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The study covers the different phases of teaching reading from the stage of emergent literacy to the
stage where pupils use their reading abilities to learn other skills. In the school context, this teaching
begins with reading instruction at pre-primary level (ISCED 0) and continues until the end of lower
secondary education (ISCED 2) when pupils...
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One of the three central aims of the german Gymnasium, as it was proclaimed by the Kultusministerkonferenz in 2006 is a propaedeutical science education. Latter not only concerns knowledge about scientific facts and methods of practice, but also the conveyance of a realistic image of the nature of science – recurrently, if possible. This article pr...
Citations
... Enhancing reading is a long process where teachers play a crucial modeling role. De Coster et al. (2011): refers to reading as learned and mastered not only in school, but in many out-of-school contexts and environments; as such, schooling is not the only influence on reading development. Parents who enjoy reading and want to share this with their children foster positive attitudes towards it (p. ...
... Reading is a process that each person does by himself/herself and it allows to examine the content of what is being read, analyzing each part of the reading material, stressing the essential and comparing reader's already existing knowledge with the one that has been just acquired [1]. In essence, acquiring the ability to read and understand well is a basic requirement for the social and economic demands in today's society [2]. For [3], reading difficulties have important implications for the emotional development of children. ...
Results of different evaluations about reading comprehension in Mexico are not positive. Different methods and techniques have been implemented to counteract such numbers, and the support of serious games (video games that both entertain and educate) is one of them. Recently, video games demand has importantly increased in Mexico, which suggests that serious games can be successfully used by Mexican players. This paper presents the development and usability evaluation of a serious game intended to supporting and improving reading comprehension skills of third graders (ages 8-9 years old) from Mexico.
... The ability to read is a basic requirement for the social and economic demands in today's society. Proficiency in reading literacy is not only one of the principal goals of schooling, but is also one of the main means of learning [1]. ...
Reading difficulties have important implications for emotional
and academic development of children. Evidence shows that
Mexico has a huge problem regarding reading comprehension in
elementary school students. One of my PhD thesis goals is to
support improvement of global comprehension (GC), which is a
third grade’s reading comprehension skill they need to acquire
through a serious game (SG)
... Optimización Binaria por Cúmulo de Partículas con Memoria (MBPSO) aplicado a un problema de espectro compartido . . . . . . . . . . . . . According to [1], reading abilities are important for a young person to be able to pursue their personal goals when embarking on adult life. The successful acquisition of reading skills during childhood is therefore fundamental. ...
According to national and international assessment results, there is a serious problem regarding reading comprehension skills in Mexico, specifically global reading comprehension. Different tools and techniques have been used to try to minimize this problem. Serious games with educational purposes are a popular tool, as they are useful in developing abilities or improving learning on top of being fun to play. This chapter presents the use of a prototype of a serious game to improve global reading comprehension in children attending the third grade of primary school. The instruction design was empathizing in the design section. Through a quasi-experiment during a four-month period, the game was tested in five third-grade students. Results show a significant improvement in their global reading comprehension skill. However, as future work, and after the quarantine, a bigger sample size is required to generalize findings.
The study characterized children's literacy, mothers’ beliefs, and writing mediation of homeschooled compared to formally schooled kindergartners. Participants were 60 children (ages 4–6) and their mothers (30 in homeschooling). At the children's home, we assessed children's literacy, maternal beliefs, and video-recorded mother–child joint writing of a birthday invitation. Results showed that homeschooled children had lower literacy levels than those formally schooled. Homeschooling mothers reported lower levels of belief in learning activities and demands from their children and showed lower levels of writing mediation. Maternal writing mediation predicted children's writing, beyond the child's phonological awareness and schooling (home vs. formal). 2016
This article aims to evaluate the whole-class reading program Language And Reading Skills (LARS) and its effects on the decoding, reading comprehension, and language abilities of 1st-language (L1) and 2nd-language (L2) German 2nd graders. The program consisted of teacher training and differentiated reading materials adapted to the needs of both L1 and L2 learners. The materials targeted 4 different reading levels. For the evaluation, we used a pre-/posttest design with a comparison group. We assessed the decoding, reading comprehension, and language abilities of all students (n = 377) before and after the implementation of the program. A total of 159 students received reading instruction twice a week with the LARS program during regular school hours for a period of 7 months. Another 218 students received conventional reading instruction without special materials (e.g., no differentiated materials) provided by the research team. The results indicate that the program significantly improved the development of reading comprehension and expressive vocabulary (trained words).
An important question for research is the ways in which children from globally mobile families negotiate the different Discourses they encounter through mass-media digital technologies, the home, and the classroom. The study reported on here took the form of a multiple case study, which was undertaken at a European International School over the course of a school year. This paper focuses on students' digital game play documented within the different contexts of classroom and out-of-classroom environments. It reports on the social dynamics and the productive outcomes made possible in spaces such as these, and the ways these children negotiated, appropriated or embraced the Discourses that they found as part of their ongoing work in establishing social identity.
