Two precise goals were targeted in this research: 1) Describing the orthographical knowledge of the student with a DLD (Developmental Language Disorder) and 2) identify if the written word production ...results are related to other tests using orthographical knowledge such as word/pseudoword recognition. A group comparative methodological approach was used in this study in order to analyze the results of three groups of participants of the study sample: 1) An experimental group including students with severe DLD (TDL, n = 25, M age = 9.72); 2) a controlled group matched according to reading skill level (CL, n = 26, M age = 8.22); and 3) a controlled group matched according to chronological age (CA, n = 42, M age = 9.82). This exploratory study's results suggest that the performances in orthographical production of students who have a DLD are similar to those of the younger students (CL). Lastly, significant correlation links between the performance of reading and production word tasks were identified in the three groups of participants.
En contexte de pandémie de COVID-19, les activités en classe de primaire, marquées par une distanciation physique entre les élèves et les enseignants, posent certains enjeux. Ainsi, cet article vise ...à examiner la perception des élèves du primaire quant à leur environnement sociopédagogique en contexte d'enseignement distancié. À cette fin, les réponses fournies par 1002 élèves de 6 à 12 ans à l'automne 2020 dans le Questionnaire sur l'environnement sociopédagogique au primaire (QESPP) ont été soumises à des analyses quantitatives descriptives ainsi qu'à quelques analyses comparatives inférentielles (SPSS, version 23.0). Les résultats montrent une forte tendance des perceptions positives des élèves face aux divers climats de leur environnement sociopédagogique, bien que le climat relationnel semble perçu un peu moins positivement. Mots-clés : environnement sociopédagogique, école primaire, perception des étudiants, distanciation sociale In the context of the COVID-19 pandemic, classroom activities in the primary school, marked by physical distancing between students and teachers, raise some challenges. Thus, this article seeks to document the primary school students' perceptions regarding their socio-pedagogical environment in the context of a socially distanced classroom. For this purpose, responses to the Questionnaire sur l'environnement sociopédagogique au primaire (QESPP) provided by 1,002 students aged from six to 12 in the fall of 2020 were subjected to descriptive quantitative analyses and to some comparative inferential analyses (SPSS 23.0). Results show a strong tendency of students' positive perceptions toward the various climates of their socio-pedagogical environment, although the relational climate seems to be perceived somewhat less positively. Keywords: socio-pedagogical environment, primary school, student perceptions, social distancing
Este artículo presenta una investigación cuyo propósito es acercar a los estudiantes de primaria de un colegio oficial de Bogotá al conocimiento del conflicto armado colombiano a través de la lectura ...literaria. Metodológicamente, selecciona un corpus de obras de la literatura nacional que versan sobre el conflicto armado, y las analiza desde la perspectiva del “cronotopo bajtiniano”; a la vez que da cuenta de un estudio de caso en el que se leen algunas de estas narraciones en el contexto escolar. Como resultado, categoriza las obras estudiadas y describe las relaciones dialógicas que tienen lugar en el aula durante el proceso de lectura literaria.
This article presents a research that aims to bring the knowledge of the Colombian armed conflict to primary school students of an official school in Bogotá, through literary reading. Methodologically, it selects a corpus of national novels, which deal with the armed conflict, and analyzes them from the perspective of the “Bakhtinian chronotope”; at the same time, it reports a case study where this narratives are read in the school context. As a result, it categorizes the novels studied and describes the dialogic relationships that take place in the classroom during the literary reading process.
Las normas categoriales semánticas permiten estudiar la organización del conocimiento conceptual a partir de la identificación de los ejemplares que los hablantes de una lengua incluyen en diferentes ...categorías semánticas. Hasta el momento, hay normas categoriales disponibles para diferentes lenguas. Para el español de Argentina, solo se han presentado para 20 categorías semánticas de adultos. Los objetivos de este trabajo son presentar los primeros datos de las normas categoriales para niños argentinos de escuela primaria y estudiar el impacto de la edad y el sexo en el desempeño. Para ello, se administró una tarea de fluencia semántica a tres grupos de niños de escolaridad primaria: 43 de 6-7 años; 37 de 8-9 y 56 de 10-12 años. Los primeros dos grupos respondieron a 17 categorías y los del último grupo, a 21 categorías. Se calculó la cantidad de ejemplares por categoría, el promedio de respuestas para cada una, los ejemplares más evocados, la frecuencia total de los ítems recuperados en posición inicial y el rango de aparición de cada uno. Los datos muestran que la cantidad de ejemplares recuperados se incrementa con la edad. Además de considerar las diferencias previamente identificadas con categorías biológicas y culturales, se analizó, la incidencia de la variable sexo. Los resultados no dan cuenta de diferencias de esa variable en la cantidad de ejemplares producidos. Este trabajo constituye un primer aporte a la obtención de normas categoriales semánticas para niños de escolaridad primaria, ya que no había bases infantiles disponibles para Argentina. Palabras clave: normas categoriales semánticas, categorías semánticas, léxico infantil, fluencia semántica, memoria semántica Category semantic norms are an instrument that allows the study of conceptual knowledge organization by identifying the exemplars that speakers include in different semantic categories. One of the ways to obtain them is to administer a semantic fluency task that consists of asking the participants to retrieve in a specific amount of time the largest number of exemplars that belong to a category. So far, there are category norms available for different languages. As regards Argentinian Spanish, they have been presented only for 20 semantic categories obtained from adult participants. Although there are normative studies carried out in children from other Spanish speaking countries, evidence has shown that using norms that were obtained from a different culture is problematic. In addition to culture, other sociodemographic variables, like age and sex, can also impact on the norms obtained from a certain population. Previous studies have shown that, as children grow up, they retrieve more words in semantic fluency tasks. Regarding sex, the evidence is controversial, as some studies have identified significant differences between the two sexes, but other investigations did not find an impact of this variable on children's performance. The first aim of this study is to present the first category norms from Argentinian primary school children. Data will be presented according to age and sex. A second aim is to study the impact of age and sex on children's performance in the most frequently studied categories: animals, fruits, means of transport and clothing. Three groups of primary school children were assessed with a semantic fluency task: 43 aged 6-7 years old, 37 aged 8-9 years old, and 56 aged 10-12 years old. The first two groups generated exemplars for 17 categories: animals, clothing, furniture, names of boys and girls, colors, drinks, foods, fruits, kitchen utensils, parts of the body, games and toys, green things, means of transport, countries, professions, musical instruments, and sports. The last group generated exemplars for the previous 17 categories along with four other categories: cities, flowers and trees, geographical features, and vegetables. The final database included the number of exemplars per category, the average of responses for each category, and the most evoked exemplars. The total frequency of the retrieved items and the range of appearances of each one were also obtained. To verify the possible impact of age and sex, a 4x3x2 mixed ANOVA was employed, taking as within-subject variable the semantic categories (animals, fruits, clothing and means of transport) and as inter-subject variables age (6-7 years, 8-9 years, and 10-12 years) and sex (boys vs. girls). Category norms were obtained for 17 semantic categories in the first two groups (6-7 and 8-9 years old) and for 21 categories in the third group (10-12 years old). Also, results showed a semantic category effect: animals differed significantly from fruits, clothing, and means of transport. Regarding the impact of sociodemographic variables, a significant age effect was identified: older children retrieved more exemplars for all semantic categories. As for sex, although girls retrieved more words in each category, significant differences between boys and girls were not found. This study constitutes a first contribution to obtaining category norms for primary school children in Argentina since, up to now, there were no databases available. This data could be consulted for: designing didactic materials, as it provides knowledge about which words are more frequent in each age; selecting the appropriate stimuli in psycholinguistic studies, and identifying the organization of semantic information according to age. In the future, it is expected to increase the amount of data from samples from the same age groups and from different sociocultural levels. Keywords: semantic category norms; semantic categories; children's lexicon; semantic fluency; semantic memory
This article presents the results of an investigation about the profile of teaching competencies, within the framework of a study on its articulation with the learning of primary school students in ...the Dominican Republic. The objective was to characterize the current state of professional teaching skills for the work of teachers with the primary education curriculum that allows its articulation with the learning outcomes of students at this level. A mixed methodological approach was used that integrated the analysis of quantitative and qualitative data from the opinions of teachers and experts, through the analysis of data from the documentary review technique, the questionnaire and the method of analysis by expert criteria. The research identifies training needs that emerged in an emergent way due to the appearance of COVID-19 and that urgently need to be incorporated into teacher training processes, to promote the application of the components of the curricular design at the primary level. The limited technological competence makes it difficult for teachers to educate new generations and take advantage of the potential of a growing digital life environment. Keywords: teaching competencies, professional profile, curriculum, elementary school, En este articulo se presentan los resultados de una investigacion acerca del perfil de competencias docentes, en el marco de un estudio sobre su articulacion con los aprendizajes de los estudiantes del nivel primario en la Republica Dominicana. El objetivo fue caracterizar el estado actual de las competencias profesionales docentes para el trabajo de los maestros con el curriculo de la educacion primaria que permita su articulacion con los resultados de aprendizaje de los estudiantes de este nivel. Se utilizo un enfoque metodologico mixto que integro el analisis de datos cuantitativos y cualitativos de las opiniones de docentes y expertos, mediante el analisis de los datos de la tecnica de revision documental, el cuestionario y el metodo de analisis por criterio de expertos. En la investigacion se identifican necesidades de formacion que surgieron de manera emergente por la aparicion del COVID-19 y que urge sean incorporadas en los procesos formativos docentes, para impulsar la aplicacion de los componentes del diseno curricular del nivel primario. La limitada competencia tecnologica dificulta el desempeno docente para educar nuevas generaciones y aprovechar las potencialidades de un creciente entorno de vida digital. Palabras clave: competencias docentes, perfil profesional, curriculum, escuela primaria,
President's Message Puranik, Manjunath
The journal of the Indian Association of Public Health Dentistry,
04/2023, Letnik:
21, Številka:
2
Journal Article
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