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Synonymie sloves řečové činnosti ve vyjadřování žáků základní školy

100%
Kyselová M.
Bohemistyka
|
2011
|
vol. 11
|
issue 1
27-34
EN
The article deals with pupils’ ability to work with synonyms and their competency to use appropriate lexical means in their written work. Our survey revealed that the children find it difficult not only to work with synonyms provided in advance, but also to use synonyms in specific assignments.
2

PREDICTORS OF READING FLUENCY IN SECOND AND THIRD GRADE STUDENTS: RESULTS FROM BOSNIA AND HERZEGOVINA

88%
Memisevic H., Biscevic I., Pasalic A., Malec D.
Studia Psychologica
|
2019
|
vol. 61
|
issue 3
175 – 188
EN
Learning to read is one of the most important academic accomplishments in the early grades of elementary school. Knowing what factors contribute to reading ability would improve instructional practices. The goal of the present study was to examine the effects of semantic fluency, phonological fluency, rapid naming, inhibitory control, selective attention, and visual motor integration on reading fluency in 140 second and third grade students. The results of this study indicated that significant predictors of reading fluency were: selective attention, semantic fluency, inhibitory control, and rapid naming. However, the association between predictor variables and reading fluency was moderated by the students’ grade. The article concludes with some suggestions on how to improve reading fluency in elementary school children, given that all predictors are susceptible to instruction.
3

RELATION BETWEEN LEARNERS’ SPONTANEOUS FOCUSING ON QUANTITATIVE RELATIONS AND THEIR RATIONAL NUMBER KNOWLEDGE

88%
Van Hoof J., Degrande T., McMullen J., Hannula-Sormunen M., Lehtinen E., Verschaffel L., Van Dooren W.
Studia Psychologica
|
2016
|
vol. 58
|
issue 2
156 – 170
EN
Many difficulties learners have with rational number tasks can be attributed to the “natural number bias”, i.e. the tendency to inappropriately use natural number properties in rational numbers tasks (Van Hoof, 2015). McMullen and colleagues found a relevant source of individual differences in the learning of those aspects of rational numbers that are susceptible to the natural number bias, namely Spontaneous Focusing On quantitative Relations (SFOR) (McMullen, 2014). While McMullen and colleagues showed that SFOR relates to rational number knowledge as a whole, we studied its relation with several aspects of the natural number bias. Additionally, we 1) included test items addressing operations with rational numbers and 2) controlled for general mathematics achievement and age. The results showed that SFOR related strongly to rational number knowledge, even after taking into account several control variables. The results are discussed for each of the three aspects of the natural number bias separately.
4

CORRELATION OF COGNITIVE AND LINGUISTIC FACTORS WITH SPOKEN LANGUAGE COMPREHENSION IN EARLY ELEMENTARY STUDENTS

88%
Memisevic H., Dedic A., Malec D.
Studia Psychologica
|
2024
|
vol. 66
|
issue 1
35 – 49
EN
Spoken language comprehension is essential for effective communication, as it allows individuals to participate in conversations, follow instructions, and engage in various social interactions. Children begin school with varying degrees of proficiency in spoken language comprehension. The aim of the present study was to examine the relationship between language comprehension and rapid automatized naming, phonological awareness, Raven’s Coloured Progressive Matrices Test, vocabulary, and working memory. In addition, we examined what are the best predictors of spoken language comprehension. To achieve these aims we employed a cross-sectional correlational research design. The participants in the present study consisted of 77 first and second-grade students (40 boys and 37 girls) who were assessed on several linguistic and cognitive variables. The results of this study revealed that the best predictors of spoken language comprehension were non-verbal intellectual functioning and vocabulary. Interestingly, phonological processing skills, rapid automatized naming, and working memory were not statistically significant predictors of language comprehension. However, working memory had an indirect effect on language comprehension mediated by non-verbal intellectual functioning. This research suggests that the most effective strategy to improve language comprehension skills should focus on vocabulary enhancement.
5

“VYVOLENÍ, OUTSIDEŘI A ROMOVÉ“: SELEKCE ŽÁKŮ V ZÁKLADNÍ ŠKOLE S VÝBĚROVÝMI TŘÍDAMI

75%
Vorlíček R.
Slovenský národopis (Slovak Ethnology)
|
2017
|
vol. 65
|
issue 1
26 – 38
EN
Drawing from an ethnography study, this article examines the process of selection in educational settings. Special attention is paid to one elementary school in western part of Slovak Republic. The article outlines how school mechanisms help to shape the social boundaries among pupils and social groups. The article also sheds light on many aspects of social position of Roma pupil. In this context, the text says that Roma pupil position depends on the social space in the school building and interaction of school and non-school settings. The text brings into dialogue various themes on education, social inequality and interethnic relationship. The fieldwork is based on observation and unstructured interviews.
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