•Early and later reading and language skills were investigated in a 15-year longitudinal study.•Vocabulary was generally a strong predictor of later vocabulary and reading development.•Children’s ...oral narrative skills measured at school entry related to their reading comprehension performance at age 16.•Findings show links between vocabulary, early literacy, oral narrative and reading comprehension skills.
Previous research suggests that (a) individual differences in reading and language development are stable across childhood, (b) reading and vocabulary are intertwined, and (c) children’s oral narrative skill contributes to later reading comprehension. Each of these three phenomena is assessed using a longitudinal design spanning 15 years, from when children were 19 months old until they were 16 years old. Alongside measures for maternal vocabulary, a host of language and (early) reading measures, including vocabulary, early literacy development, oral narrative skill, and reading comprehension, were administered across eight time points to a sample of 58 children. Specific early language and reading skills were generally strongly correlated over time. Reading comprehension at age 12 was predicted by vocabulary at 19 months and emergent literacy at school entry. Vocabulary at 19 months of age predicted early literacy skills prior to school entry and reading comprehension at age 12 years, as did school entry literacy skills. Controlling for maternal and infant vocabulary, children’s oral narrative skill around school entry related uniquely to reading comprehension 10 years later. Findings provide new evidence for the long-term interplay between early language, literacy, and later reading and vocabulary development.
Improving the education evaluation system is part of the independent learning policy aiming at encouraging the improvement of quality of learning and learning outcomes in Indonesia. The Ministry of ...Education and Culture of Indonesia plans the implementation of a national assessment in 2021. Changes to this national assessment evaluate students’ competence and map the education system in the form of inputs, processes, and results that will be achieved. Thus, assessment is no longer an individual assessment. In order to accelerate the improvement of the quality of Indonesian Education, it is necessary to reflect both from the relevant agencies and school agencies as the main actors in the assessment. Based on this thought, it is necessary to carry out training for teachers in compiling AKM problems. The purpose of this study is to find out the implementation of training in preparing minimum competency assessments for teachers, whether there is an increase in teacher literacy skills, and how teachers respond through teacher training. The research method implemented was qualitative descriptive analysis with three stages: preparation, implementation, and evaluation. The results of the minimum competency assessment of teachers are assessed based on the results of the development of AKM MGMP teachers in Surabaya obtained 86% increased results. Training obtained by each MGMP teacher based on the results of AKM workshops were known to be 3 participants gained significant results, it was 38%-46%, while seven other participants ranging from 4%-8% experienced an increase. These results show the success of AKM training activities for teachers. The results of the trainee response provide good and excellent feedback.
In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish‐speaking children. A total of 362 children participated in the study. We monitored the ...children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish‐speaking children holistically, together with cognitive skills and home environmental variables.
Practitioner Points
Early cognitive and home environmental factors affect the development of reading and reading comprehension in Turkish‐speaking children.
Early home literacy environment and socioeconomic status predict reading success through early cognitive factors.
Phonological awareness, letter knowledge, and rapid naming are essential variables for the development of reading fluency in Turkish, a highly transparent language.
The wide expansion of digital technologies in higher education has introduced the need for an examination of the added value of various technological tools for quality teaching and active individual ...and collaborative learning. The current study explored whether and how the pedagogical design of an academic course, which developed a variety of digital literacy competencies, supported students in regulating collaborative technology-enhanced learning and helped them cope with the sense of psychological ownership over collaborative learning outcomes. In addition, we examined how these issues were expressed in cognitive, emotional and social aspects of students' perceived learning (Caspi & Blau, 2011). During four semesters, we conducted a qualitative analysis on reflective learning diaries, written by 78 graduate students studying education (N = 1870 codes). The bottom-up analysis focused on learning processes that enabled the development of various digital literacies conceptualized by the Digital Literacy Framework (DLF; Eshet-Alkalai, 2012): photo-visual, information, reproduction, branching, social-emotional, and real-time thinking skills. Furthermore, findings highlighted the importance of self-regulation and learning new technologies as an integral part of digital literacies. In addition, social-emotional statements expressed the development of effective communication and collaboration that enable students to cope with a sense of ownership over learning outcomes, and present different levels of teamwork: sharing, cooperation, and collaboration. Qualitative coding provided a more granulated perspective on perceived learning by differentiating between positive and negative aspects of emotional and social retrospection during the learning process. The findings contribute to educational theory by extending DLF and by providing new insights to the literature on students' perceived learning. We discuss the implications for instructional design and adoption of innovative pedagogy in higher education.
•We explored the development of various digital literacy competencies through collaborative and active learning in academia•During 4 semesters, we qualitatively analyzed reflective learning diaries written by 78 graduate students (N = 1780 codes)•Qualitative coding expanded some of the literacies conceptualized in the Digital Literacy framework•Bottom-up approach provided a more granulated perspective on cognitive, emotional and social aspects of perceived learning
The study focuses on Information Technology (IT) literacy or skills as influencing teachers and students in one of the secondary schools in Terengganu using technology in teaching and learning ...mathematics. The independent variables to be assessed in this study are information literacy or skills, and the dependent variable is the use of technology in teaching and learning mathematics by using data collection instruments through online questionnaires. The researchers received 40 responses. The quantitative method involved in this study focused on 40 respondents, including 14 teachers and 26 students from One of the secondary schools in Terengganu. The data were analyzed using Statistical Package for Social Sciences (SPSS) software. The current study used Cronbach’s alpha to test the reliability of data results. Hence, Cronbach’s Alpha for the independent variable, information technology literacy or skills (0.779), and the dependent variable (0.845). This shows that the results of the data are reliable. The variables, namely the use of technology and learning mathematics, are positively correlated to the use of technology in teaching and learning mathematics.
The low scientific literacy ability of elementary school students is the basis of this research. This study aims to find out and analyze: 1) increasing the scientific literacy abilities of students ...who use the PBL model with students who use conventional learning; 2) the effect of applying the model PBL on students' scientific literacy abilities. The type of research used is quasi-experimental research with design non-equivalent control group and techniques purposive sampling. The sample for this study was fourth grade students at one of the public elementary schools in Purwakarta, totaling 50 students with 25 students in grade IV A and 25 students in grade IV B. Based on the results of the research, the conclusions were obtained: 1) The scientific literacy skills of students using the PBL model were increased. better compared to students who use conventional learning; 2) there is an influence from the application of the model PBL on students' scientific literacy abilities.
With the digitization of health care and the wide availability of Web-based applications, a broad set of skills is essential to properly use such facilities; these skills are called digital health ...literacy or eHealth literacy. Current instruments to measure digital health literacy focus only on information gathering (Health 1.0 skills) and do not pay attention to interactivity on the Web (Health 2.0). To measure the complete spectrum of Health 1.0 and Health 2.0 skills, including actual competencies, we developed a new instrument. The Digital Health Literacy Instrument (DHLI) measures operational skills, navigation skills, information searching, evaluating reliability, determining relevance, adding self-generated content, and protecting privacy.
Our objective was to study the distributional properties, reliability, content validity, and construct validity of the DHLI's self-report scale (21 items) and to explore the feasibility of an additional set of performance-based items (7 items).
We used a paper-and-pencil survey among a sample of the general Dutch population, stratified by age, sex, and educational level (T1; N=200). The survey consisted of the DHLI, sociodemographics, Internet use, health status, health literacy and the eHealth Literacy Scale (eHEALS). After 2 weeks, we asked participants to complete the DHLI again (T2; n=67). Cronbach alpha and intraclass correlation analysis between T1 and T2 were used to investigate reliability. Principal component analysis was performed to determine content validity. Correlation analyses were used to determine the construct validity.
Respondents (107 female and 93 male) ranged in age from 18 to 84 years (mean 46.4, SD 19.0); 23.0% (46/200) had a lower educational level. Internal consistencies of the total scale (alpha=.87) and the subscales (alpha range .70-.89) were satisfactory, except for protecting privacy (alpha=.57). Distributional properties showed an approximately normal distribution. Test-retest analysis was satisfactory overall (total scale intraclass correlation coefficient=.77; subscale intraclass correlation coefficient range .49-.81). The performance-based items did not together form a single construct (alpha=.47) and should be interpreted individually. Results showed that more complex skills were reflected in a lower number of correct responses. Principal component analysis confirmed the theoretical structure of the self-report scale (76% explained variance). Correlations were as expected, showing significant relations with age (ρ=-.41, P<.001), education (ρ=.14, P=.047), Internet use (ρ=.39, P<.001), health-related Internet use (ρ=.27, P<.001), health status (ρ range .17-.27, P<.001), health literacy (ρ=.31, P<.001), and the eHEALS (ρ=.51, P<.001).
This instrument can be accepted as a new self-report measure to assess digital health literacy, using multiple subscales. Its performance-based items provide an indication of actual skills but should be studied and adapted further. Future research should examine the acceptability of this instrument in other languages and among different populations.
This study aims to determine the effect of inquiry-based e-comic media on students' scientific literacy abilities and to determine students' responses to inquiry-based e-comic. This type of research ...is a quasi experiment; The sample in the study was taken using the cluster random sampling technique; The research data was taken through the pretest and posttest to see the increase in scientific literacy skills after the learning process while the use of a questionnaire in the experimental class was used to find out students' responses to e-comic media; The results showed that there was a significant effect of the use of inquiry-based e-comic media on students' scientific literacy skills with a significance value of the independent sample t-test of 0.000 or less than 0.05; The results of the questionnaire on student responses to inquiry-based e-comic media obtained an average percentage of 86% in the very good category ABSTRAK: Penelitian ini bertujuan untuk mengetahui pengaruh media ecomic berbasis inquiry terhadap kemampuan literasi sains peserta didik serta mengetahui tanggapan peserta didik terhadap e-comic berbasis inquiry. Jenis penelitian ini adalah quasi eksperimen; Sampel dalam penelitian diambil menggunakan teknik Cluster random sampling; Data penelitian diambil melalui pretest dan posttest untuk melihat peningkatan kemampuan literasi sains setelah proses pembelajaran sedangkan penggunaan angket di kelas eksperimen digunakan untuk mengetahui tanggapan peserta didik terhadap media e-comic; Hasil penelitian menunjukkan terdapat pengaruh yang signifikan penggunaan media ecomic berbasis inquiry terhadap kemampuan literasi sains peserta didik dengan nilai signifikansi uji independent sample t-test 0,000 atau kurang dari 0,05; Hasil angket tanggapan peserta didik terhadap media media ecomic berbasis inquiry diperoleh rata-rata persentase 86% dengan kategori sangat baik.
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