81 research outputs found
Gender Differences in Early Reading Strategies: a Comparison of Synthetic Phonics Only with a Mixed Approach to Teaching Reading to 4-5 Year-Old Children
A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents
evidence of gender differences in learning to read that
emerged during the development of a reading scheme for
4- and 5-year-old children in which 372 children from
Reception classes in sixteen schools participated in
12-month trials. There were three arms per trial: Intervention non-PD (non-phonically decodable text with mixed methods teaching); Intervention PD (phonically decodable text with mixed methods teaching); and a ‘business as usual’ control condition SP (synthetic phonics and decodable text). Assignment to Intervention condition was randomised. Standardised measures of word reading and comprehension were used. The research provides statistically significant evidence suggesting that boys learn more easily using a mix of whole-word and synthetic phonics approaches. In addition, the evidence indicates that boys learn to read more easily using the natural-style language of ‘real’ books including vocabulary which goes beyond their assumed decoding ability. At post-test, boys using the nonphonically decodable text with mixed methods (Intervention
A) were 8 months ahead in reading comprehension
compared to boys using a wholly synthetic phonics
approach
Gender Differences in Early Reading Strategies: A Comparison of Synthetic Phonics Only with a Mixed Approach to Teaching Reading to 4–5 Year-Old Children
The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support
Surface display of highly-stable Desulfovibrio vulgaris carbonic anhydrase on polyester beads for CO2 capture
Digital games in the early childhood classroom: theoretical and practical considerations
Digital games like other forms of play can be scary or fun, challenging or boring, risky or riskless, individual or collective. In every case, they can provide diverse opportunities for learning, exploring, experimenting under the principles of digital game-based learning (DGBL). The current chapter explores the main theoretical implications of the pedagogical value and use of digital games in early childhood classrooms. The aim is to highlight why and how digital games can be used and embedded effectively within early childhood practice, drawing upon examples of research. Three factors are discussed in detail; aspects related to children’s health and children’s participation, aspects related to the design and content of digital games and aspects related to the role of the practitioner while integrating them in preschool practice. Overall, it is argued that digital games can extent children’s learning experiences through the combination of embodiment, active learning, entertainment and gaming
Insights into the surface topology of polyhydroxyalkanoate synthase: self-assembly of functionalized inclusions
Where do we stand? The availability and efficacy of diabetes related foot health programs for Aboriginal and Torres Strait Islander Australians: a systematic review
In Situ Immobilized Lipase on the Surface of Intracellular Polyhydroxybutyrate Granules: Preparation, Characterization, and its Promising Use for the Synthesis of Fatty Acid Alkyl Esters
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