Journal articles: 'Education, Reading|Psychology, Cognitive' – Grafiati (2024)

Abstract:

In an effort to help reconceptualize current approaches to assessing children with learning problems, this article proposes the use of techniques derived from recent work in cognitive psychology. Proposed as a modification of current assessment practice, Process Assessment is a model which emphasizes intervention, the environment, and the learning process. It is argued that assessment techniques derived from a cognitive perspective can be used to assess interpersonal behavior as well as academic behavior, and that these techniques can be used to develop intervention plans. The analysis of think-aloud protocols to evaluate the strategies used in reading comprehension is described as an example that is consistent with the process assessment model and has specific implications for intervention designed to improve reading comprehension. A case example is used to illustrate this approach.

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This paper examines the ways in which a form of knowledge, specifically the knowledge of how to read, is structured and enacted in educational settings. Drawing on recent research in cognitive psychology, the paper explores how reading instruction might shape students' capacities to deal with written language in nonschool settings. The question of how the structuring of school knowledge influences cultural production and reproduction is examined, using the conceptual framework of Pierre Bourdieu as a theoretical foil. The substantive focus of the study is the remedial reading program of a public community college.

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The scientific study of reading has a rich history that spans disciplines from vision science to linguistics, psychology, cognitive neuroscience, neurology, and education. The study of reading can elucidate important general mechanisms in spatial vision, attentional control, object recognition, and perceptual learning, as well as the principles of plasticity and cortical topography. However, literacy also prompts the development of specific neural circuits to process a unique and artificial stimulus. In this review, we describe the sequence of operations that transforms visual features into language, how the key neural circuits are sculpted by experience during development, and what goes awry in children for whom learning to read is a struggle.

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Efficiency of working memory is the concept which connects psychology of memory with different fields of cognitive, differential and applied psychology. In this paper, the history of interest for the assessment of the capacity of short-term memory is presented in brief, as well as the different methods used nowadays to assess the individual differences in the efficiency of working memory. What follows is the consideration of studies that indicate the existence of significant links between the efficiency of working memory and general intelligence, the ability of reasoning, personality variables, as well as some socio-psychological phenomena. Special emphasis is placed on the links between the efficiency of working memory and certain aspects of pedagogical practice: acquiring the skill of reading, learning arithmetic and shedding light on the cause of general failure in learning at school. What is also provided are the suggestions that, in the light of knowledge about the development and limitations of working memory at school age, can be useful for teaching practice.

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Reading lists of developmental psychology courses are replete with scientific theory and research. Narrative material from literature can supplement this theory and research by elucidating psychological concepts with real-life examples, while deepening students' appreciation for the complexity and diversity of development. In several courses I have used Maya Angelou's (1969) I Know Why the Caged Bird Sings, which is highly effective at illustrating many child development topics: development of self-concept and self-esteem, ego resilience, industry versus inferiority, effects of abuse, parenting styles, sibling and friendship relations, gender issues, cognitive development, puberty, and identity formation in adolescence. Students react very positively to the book and to a paper in which they analyze Angelou's development using theory and research from the course.

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Abstract Even though it is widely agreed in education theory and psychology that the teacher’s charisma plays an essential role in teaching literature in school, the concept of charisma as a factor of effective teaching is usually applied only in the widest and most abstract sense. In scrutinizing the history of teaching methods, psychology, and literary theory in the second half of the 20th century, this paper identifies the cognitive and emotional aspects of reading literature that are prerequisite to charismatic teaching. Finally, it suggests that these aspects can be explained by drawing on phenomenological literary theory, i.e. that the notion of the teacher’s charisma can be founded in phenomenology.

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AbstractObjectives: The Paced Auditory Serial Addition Test (PASAT) is used to assess cognitive status in multiple sclerosis (MS). Although the mathematical demands of the PASAT seem minor (single-digit arithmetic), cognitive psychology research links greater mathematical ability (e.g., algebra, calculus) to more rapid retrieval of single-digit math facts (e.g., 5+6=11). The present study evaluated the hypotheses that (a) mathematical ability is related to PASAT performance and (b) both the relationship between intelligence and PASAT performance as well as the relationship between education and PASAT performance are both mediated by mathematical ability. Methods: Forty-five MS patients were assessed using the Wechsler Test of Adult Reading, PASAT and Calculation Subtest of the Woodco*ck-Johnson-III. Regression based path analysis and bootstrapping were used to compute 95% confidence intervals and test for mediation. Results: Mathematical ability (a) was related to PASAT (β=.61; p<.001) and (b) fully mediated the relationship between Intelligence and PASAT (β=.76; 95% confidence interval (CI95)=.28, 1.45; direct effect of Intelligence, β=.42; CI95=−.39, 1.23) as well as the relationship between Education and PASAT (β=2.43, CI95=.81, 5.16, direct effect of Education, β=.83, CI95=−1.95, 3.61). Discussion: Mathematical ability represents a source of error in the clinical interpretation of cognitive decline using the PASAT. Domain-specific cognitive reserve is discussed. (JINS, 2016, 22, 375–378)

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The current study investigated the capacity of a new test assessing phonological awareness to detect differences between Italian children with and without developmental dyslexia. Specifically, the task involves blending of a list of pseudo-words, and excludes lexical knowledge as a source of task performance. Fifty-four third to fifith Italian graders were presented a battery of tests assessing phonological awareness, reading, writing, and verbal short-term memory abilities. A multivariate analysis of covariance, with age as a covariate, revealed that proficient readers outperformed students with developmental dyslexia in all cognitive measures considered, except verbal short-term memory. Moreover, high concordance was found between the new pseudo-word blending task, and well-known word blending, writing, and reading tests, respectively. In conclusion, the new phonological awareness task seems to be a useful tool for the detection of poor blending abilities of Italian children and thus it could be used to screen phonological awareness in primary schools. Implications for school psychology research and practice, including across linguistic contexts, are emphasized; for example, the new blending task could aid discrimination of proficient and dyslexic readers speaking other languages characterized by a transparent orthography, such as Greek, Spanish, Turkish.

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One of the least studied domains of literacy is its artistic and playful use in everyday life. In this folkloric domain, oral and written forms co-exist as part of a larger system of communication. Although literacy studies have been decidedly inter-disciplinary, combining cross-cultural cognitive psychology, education, history, classic literature, and ethnography, only the ethnography of communication approach enlarges the scope from a study of reading and writing to include studies of the relationship between oral and written forms. A few folklorists have investigated some areas where writing crossed the path of traditional verbal arts (Rosenberg in Folklore Studies in Honor of Herbert Halpert, 1980; Dundes and Pagter, Work Hard and You Shall Be Rewarded, 1979; and Stahl in Folklore Studies Reprint Series, No 3, 1974), but folklorists have not entered the debates on the consequences of literacy, and Albert Lord's (The Singer of Tales, n.d.) important discoveries concerning epic transmission remain the only discussion of verbal arts in literacy scholarship.

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While internet capable technology (ICT) use integrated within the curriculum has been linked to higher test scores, better GPAs and greater learning goal achievement (Kay & Lauricella, 2014), technology use does not always enhance learning. Within learning environments many students use ICT for off-task activities, and this is referred to as media-multitasking (Ophir, Nass, & Wagner, 2009). Unless two tasks are simple and well practiced, people show diminished attention and performance capabilities whilst multitasking due to cognitive limitations. Within educational contexts this explains why higher levels of media-multitasking have been associated with poorer academic performance and lower GPAs (e.g., Bowman, Levine, Waite, & Gendron, 2010). Given the significant implications of students’ media-multitasking for their learning outcomes, it is important to understand what media-multitasking activities are undertaken within learning contexts. The current study presents data examining the association between students’ media-multitasking within academic contexts (lectures, tutorials, exam study, assignment writing and recorded lecture viewing), and their attention and memory skills. Across all academic contexts, higher levels of media-multitasking were associated with more mental errors, more attentional focus and memory problems, and more mind wandering. Students reported more media-multitasking during assignment writing and exam study than when at class or viewing recorded lectures. The cognitive consequences of media-multitasking within learning environments will be discussed (e.g., increased task difficulty, memory load and switching between tasks) and the Cognitive Load Theory (Van Merrienboer & Sweller, 2005) will be used to illustrate why media-multitasking interferes with learning. Given the duty of care of educators for student learning, strategies for educating and regulating student media-multitasking behaviours within academic learning environments (e.g., technology use rules, engaging classes, active learning and educational activities, Hayashi, & Nenstiel, 2019, Purwaningtyas, 2019) will also be discussed. References Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931. Hayashi, Y., & Nenstiel, J. N. (2019). Media multitasking in the classroom: Problematic mobile phone use and impulse control as predictors of texting in the classroom. Current Psychology, 1-7. Kay, R. H., & Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education classrooms. Canadian Journal of Learning and Technology, 40(2), n2. Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587. https://doi.org/10.1073/pnas.0903620106 Purwaningtyas, I. (2019). Pursuing Effective Media Multitasking: An Effort of Managing Distractions in Digital Learning Classrooms. Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177.

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This 21st century is known as a period in which access to information and communi- cation technology (ICT) are widely open. This brings good in various fields, one of which is educa- tion. In relation to the use of technology in education sector, Kurniawan developed a learning model based on ICT that is a combination of the components of animation technology with aspects of Eng- lish learning specifically reading comprehension. The model is called Creative Reading Learning Model aiming to increase vocabulary understanding, concept and the use of previously owned knowledge. The model emphasizes the role of educators in preparing learning and students in under- standing learning through the help of animation technology that can arise prior knowledge to under- stand learning materials. This study aims to complete the Research and Development phase until the product is complete and analyze the pedagogical implications of the application of Creative Reading as a form of triggering metalinguistic awareness in the test group. Data obtained through observation. The results of this study indicate that children understand most of the vocabulary presented. Related to metalinguistic awareness, there are children who have used English intentionally with an under- standing of form and meaning as the basis. Keywords: Creative Reading, English, Learning Models, Reading Comprehension, Vocabulary Reference Abdon, M. M., Maghanoy, J. M., Alieto, E. O., Buslon, J. B., Rillo, R. M., & Bacang, B. G. (2019). Phonological Awareness Skills of English As Second Language (Esl) Learners: the Case of First-Grade Filipino Bilinguals. Sci.Int.(Lahore), 31(5), 647–652. Altman, C., Goldstein, T., & Armon-Lotem, S. (2018). Vocabulary, metalinguistic awareness and language dominance among bilingual preschool children. Frontiers in Psychology, 9(OCT), 1–16. https://doi.org/10.3389/fpsyg.2018.01953 Cadena, C. M. Z. (2006). Effectiveness of Reading and Improving Reading Comprehension in Young ESL Readers (Universidad Del Norte Maestria). Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/718/45686016.pdf;jsessionid=E69 B0580514D369C34D96E4B48A8C9AC?sequence=1 Ceballos, M. R. S., Grenna, M., Joy, M., & Chall, J. S. (2012). Stages of Reading Development. Reading Difficulties and Dyslexia: An Interpretation for Teachers, 20–28. https://doi.org/10.4135/9788132108375.n3 Copland, F., Garton, S., & Burns, A. (2014). Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities. TESOL Quarterly, 48(4), 738–762. https://doi.org/10.1002/tesq.148 de Souza, G. N., Brito, Y. P. dos S., Tsutsumi, M. M. A., Marques, L. B., Goulart, P. R. K., Monteiro, D. C., & de Santana, Á. L. (2018). The Adventures of Amaru: Integrating learning tasks into a digital game for teaching children in early phases of literacy. Frontiers in Psychology, 9(DEC), 1–8. https://doi.org/10.3389/fpsyg.2018.02531 Flemban, F. Y. (2018). Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition. University of South Florida. Georgescu, C.-A. (2010). Using Blogs in Foreign Language Teaching. Educational Sciences Series, 62(1A), 186–191. Guilford, J. P. (1977). Way Beyond the IQ. New York: Bearly Limited. Karavas, E. (2014). Applied Linguistics to Foreign Language Teaching and Learning. An introduction to Applied Linguistics. In National and Kapodistrian University of Athens. Retrieved from http://opencourses.uoa.gr/courses/ENL6/ Kurniawan, M. (2012). Students’ Perspectives Toward the Use of Teacher’S Edublog in Efl Learning (Satya Wacana Christian University Salatiga). Retrieved from http://repository.uksw.edu/bitstream/123456789/3412/2/T1_112008013_Full text.pdf Kurniawan, M. (2016). From Common Reading to Creative Reading: An ICT-Based ELL Model Development. Widya Sari, (March 2016). Retrieved from http://widyasari- press.com/index.php?option=com_content&view=article&id=756:from-common-reading- to-creative-reading&catid=92:vol-18-no-1-jurnal-maret-2016&Itemid=2 Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal, 8(May), 155–159. Li, L., & Wu, X. (2015). Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4. PLoS ONE, 10(3), 1–16. https://doi.org/10.1371/journal.pone.0114417 Masnan, A. H., & Ngajib, S. H. M. (2016). The Dilemmas of Teaching English in Cambodia Kindergarten. International Journal of Academic Research in Business and Social Sciences, 6(12), 190–196. https://doi.org/10.6007/ijarbss/v6-i12/2485 O’Brien, B. A., Habib, M., & Onnis, L. (2019). Technology-Based Tools for English Literacy Intervention: Examining Intervention Grain Size and Individual Differences. Frontiers in Psychology, 10(November). https://doi.org/10.3389/fpsyg.2019.02625 Robinson Anthony, J. J. D., Blumenfeld, H. K., Potapova, I., & Pruitt-Lord, S. L. (2020). Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals. International Journal of Bilingual Education and Bilingualism, 0(0), 1–20. https://doi.org/10.1080/13670050.2020.1735990 Salazar, J. V. A. & Gallardo, F. O. R. (2017). Effectiveness of Reading Comprehension Activities for Developing Communicative Skills in 8th Basic Year Students at Unidad Educativa Lemas. Universidad Laica Vicente Rocafuerte De Guayaquil.Soesilo, T. D. et al. (2018). Konsep Dasar Perkembangan Anak Usia Dini. Salatiga: Satya Wacana University Press. Timothy, A. E. (2019). English Language Components Preference of Students in Calabar, Cross River State, Nigeria: Implications for Teaching English as a Second Language. SSRN Electronic Journal, (November). https://doi.org/10.2139/ssrn.3483857 Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer- assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56. https://doi.org/10.1007/s11881-009-0032-y U.S. Department of Education. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. In Office of Educational Technology. https://doi.org/10.1080/09637498108430973

Abstract:

In Model Schools Project West-Netherlands the Free University of Amsterdam (Department of Cognitive Psychology) and the State University of Utrecht (Researchgroup on Mathematics Education and Educational Computer Centre) study the way the computer can be used as an aid in secondary education. In the model school (Cals College Nieuwegein) five departments (Dutch Language, Mathematics, Foreign Languages, Geography, Home Economics) are developing and trying series of experimental lessons in which the computer is used as an aid to students and teachers. Existing (educational) software is elaborated with worksheets and teacher guidelines, aimed at an optimal integration of the software into the curriculum. During the schoolyear 1987/1988 the English Language teacher, supported by researcher and subject matter experts, has given a series of lessons on "reading and prediction", viz. the use of function words in a text. In four lessons the students worked on (a) choosing an appropriate consecutive phrase given a main phrase with function word (supported by the program "Sequitur"), (b) identifying the meaning of function words in a text (without computer), (c) learning the meaning of the major function words (supported by a Dutch program "Word Meanings"), and (d) completing sentence with a function word (supported by the Dutch program "Doka"). The experimental lessons indicated the contributions to be expected of the programs used and also the shortcomings to be remedied in future releases.

Abstract:

The Visegrad Four countries (the Czech Republic, Slovakia, Poland, and Hungary) share common traits in economics (Capik/Drahokoupil 2011), common history (Fawn 2013) and some political and social challenges (Förster/György Tòth 1997). In this article, we seek to determine common trends in the relatively narrow field of (executive) coaching. In the introduction, we explain the psychological background rooted in different learning theories (e.g., Kolb model, ELT) and psychotherapeutic approaches related to coaching such as humanistic psychology or solution-focused approach. The study itself formed part of a European-wide research project, where almost 3000 respondents from 51 European countries answered a questionnaire regarding professional coaching and mentoring. Answers from 419 Visegrad coaches and 1745 coaches from other European countries were compared to determine the trends and traits of the Visegrad Group-based coaching. Key insights from the study included significant differences in the use of methods of reflection such as reading coaching research, attending peer networks, using a mentor or attending webinars. There were also significant differences in the areas in which coaches pursue. Visegrad Four coaches coach significantly more in the area of life and well-being coaching and education coaching and less in the area of performance coaching. We also explored the coaching approaches and found that cognitive-behavioral coaching, NLP, transactional analysis and gestalt coaching are significantly more popular in the European sample while a solution-focused approach is used more in the Visegrad Four countries sample.

Abstract:

PurposeThe purpose of this paper is to inform on results of the study based on the dissertation project – the study of newcoming university students and their information literacy experience. It describes the three categories of information literacy experience as perceived by these students.Design/methodology/approachThe document is based on a qualitative phenomenographic study of 40 first-year undergraduate students of teacher education programs from five faculties of Comenius University in Bratislava. Data were collected from each participant in two stages by three methods: written statements, drawings and interviews.FindingsThe phenomenographic analysis results in three categories of information literacy: (1) the conception of digital technologies, (2) the conception of knowledge and (3) the conception of truth. The outcome space presented by two alternative models points to a strong interrelation of all three categories. The resulting conceptions point to the diversity of the concept of information literacy in relation to other types of literacies, especially digital, reading and media literacy, as well as to intersections with other scientific disciplines such as psychology, cognitive science or philosophy.Research limitations/implicationsThe most important limits of this qualitative research are the low numbers of participants and the high degree of subjectivity in data evaluation. For this reason, a verification study was carried out one-year later.Originality/valueAlthough phenomenographic studies of information literacy in the educational context are quite common, the third category of this study brings a new contribution to the information literacy theory – the dimension of truth or truthfulness of information.

Abstract:

Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). 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Abstract:

The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practicality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading. Key Words: Thematic Pop-up Book, Early Childhood Education, Language Development References Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Beceren, B. Ö. (2010). Determining multiple intelligences pre-school children (4-6 age) in learning process. Procedia - Social and Behavioral Sciences, 2(2), 2473–2480. https://doi.org/10.1016/j.sbspro.2010.03.356 Berman, R. A. (2018). Language Development and Literacy. Encyclopedia of Adolescence, (October), 2093–2103. https://doi.org/10.1007/978-3-319-33228-4_19 Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless picture books boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52–62. https://doi.org/10.1016/j.ecresq.2017.03.001 Dato, A., & Radmilovic, V. (2010). Interactive Book With Detachable, Pop-Up Device. Patent Application Publication, 1(19), 20–25. https://doi.org/US 2007/0293118A1 Helmawati. (2015). Mengenal dan Memahami PAUD. Bandung: PT Remaja Rosdakarya. Lin, R. (2012). Creative Thinking for Picture Book Creation. IERI Procedia, 2, 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The Words Children Hear. Psychological Science, 26(9), 1489–1496. https://doi.org/10.1177/0956797615594361 Nazaruddin, M. A., & Efendi, M. (2018). The Book of Pop Up Augmented Reality to Increase Focus and Object Recognition Capabilities for Children with Autism. Journal of ICSAR, 2(1), 9–14. https://doi.org/10.17977/um005v2i12018p009 Obiweluozo, E. P., & Melefa, O. M. (2014). Strategies for Enhancing Language Development as a Necessary Foundation for Early Childhood Education. Journal of Education and Practice, 5(5), 147–155. Retrieved from www.iiste.org Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365 Putra, N. (2011). Research & Development. Jakarta: Raja Grafindo Persada. Rahmawati, D. I., & Rukiyati, R. (2018). Developing Pop-Up Book Learning Media to Improve Cognitive Ability of Children Aged 4-5 Years. Atlantis Press, 249(Secret), 60–69. https://doi.org/10.2991/secret-18.2018.10 Ros, R., & Demiris, Y. (2012). Human Behavior Understanding, 7559, 40–51. https://doi.org/10.1007/978-3-642-34014-7 Safitri, D., & Hartati, T. A. W. (2016). Kelayakan Aspek Media dan Bahasa Dalam Pengembangan Buku Ajar dan Multimedia Interaktif Biologi Sel. Florea, 3(2), 9–14. Retrieved from https://www.google.com/url? Sahlan, Asmaun, Angga, & Prastyo, T. (2016). Desain Pembelajaran Berbasis Pendidi-kan Karaker. Yokyakarta: Ar-Ruzz Media. Sari, S. A. (2017). The Development of Pop-up Book on the Role of Buffer in the Living Body. European Journal of Social Sciences Education and Research, 10(2), 213. https://doi.org/10.26417/ejser.v10i2.p213-221 Sudjana, N., & Rivai, A. (2011). Media Pengajaran. Bandung: Sinar Baru Algensindo. Walter-Laager, C., Brandenberg, K., Tinguely, L., Schwarz, J., Pfiffner, M. R., & Moschner, B. (2017). Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. British Journal of Educational Technology, 48(4), 1062–1072. https://doi.org/10.1111/bjet.12472 Wilcox, M.J., M., K.M, Bacon, C. K., & Thomas, S. (2001). Enhancing Children ’ s Language Development in Preschool Classrooms Using Literacy to Target Verbal Language Goals Enhancing Children ’ s Language Development in Preschool Classrooms Encouraging Complex Verbal Reasoning. Arizona. Retrieved from http://icrp.asu.edu Wiyani, & Ardy, N. (2016). Konsep Dasar PAUD. Yokyakarta: Gava Media. Yu, X. (2009). Levels of meaning and children: An exploratory study of picture books’ illustrations. Library and Information Science Research, 31(4), 240–246. https://doi.org/10.1016/j.lisr.2009.07.003

Abstract:

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. 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International Educational Research, 3(2), p1. https://doi.org/10.30560/ier.v3n2p1 Bausela Herreras, E. (2017). Risk low math performance PISA 2012: Impact of assistance to Early Childhood Education and other possible cognitive variables. Acta de Investigación Psicológica, 7(1), 2606–2617. https://doi.org/10.1016/j.aipprr.2017.02.001 Buchoff, R. (2015). Childhood Education. January. https://doi.org/10.1080/00094056.1995.10521830 Clements, D. H. (2014). Geometric and Spatial Thinking in Young Children. In Science of Advanced Materials (Vol. 6, Issue 4). National Science Foundation. https://doi.org/10.1166/sam.2014.1766 Clements, D. H., Baroody, A. J., Joswick, C., & Wolfe, C. B. (2019). Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition. XX(X), 1–22. https://doi.org/10.3102/0002831219842788 Clements, D. H., Swaminathan, S., Anne, M., & Hannibal, Z. (2016). Young Children ’ s Concepts of Shape. 30(2), 192–212. Cross, C. T., Woods, T., & Schweingruber, H. (2009). 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Journal of Experimental Child Psychology, 115(3), 405–421. https://doi.org/10.1016/j.jecp.2013.03.007 Pantoja, N., Schaeffer, M. W., Rozek, C. S., Beilock, S. L., & Levine, S. C. (2020). Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development, 00(00), 1–20. https://doi.org/10.1080/15248372.2020.1832098 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. 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Abstract:

AbstractPrevious research has shown that reading ability is a stronger predictor of cognitive functioning than years of education, particularly for African Americans. The current study was designed to determine whether the relative influence of literacy and education on cognitive abilities varies as a function of race or socioeconomic status (SES). We examined the unique influence of education and reading scores on a range of cognitive tests in low- and higher-SES African Americans and Whites. Literacy significantly predicted scores on all but one cognitive measure in both African American groups and low-SES Whites, while education was not significantly associated with any cognitive measure. In contrast, both education and reading scores predicted performance on many cognitive measures in higher-SES Whites. These findings provide further evidence that reading ability better predicts cognitive functioning than years of education and suggest that disadvantages associated with racial minority status and low SES affect the relative influence of literacy and years of education on cognition. (JINS, 2009,15, 580–589.)

Abstract:

General cognitive diagnostic models (CDM) such as the generalized deterministic input, noisy, “and” gate (G-DINA) model are flexible in that they allow for both compensatory and noncompensatory relationships among the subskills within the same test. Most of the previous CDM applications in the literature have been add-ons to simulation studies. Although there are some applications of CDMs such as the Fusion Model and the Rule Space Model to educational assessment data in general and second-language data in particular, there are few studies applying general models such as the G-DINA. The purpose of the present study was to demonstrate the application of the G-DINA to the reading comprehension data of a high-stakes test. To this end, an initial Q-matrix was developed, validated, and cross-validated. The skill profiles of the test takers were estimated using the “CDM” package in R. Throughout, the process of constructing and validating a Q-matrix was elaborated on, the benefits of general models were emphasized, and implications for research investigating inter-skill relationships were discussed. Finally, suggestions for further research, to better take advantage of the flexibilities of general diagnostic models, were presented.