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English as a Foreign Language Spelling: Comparisons between Good and Poor Spellers
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Russak, Susie; Kahn-Horwitz, Janina – Journal of Research in Reading, 2015
This study examined English as a foreign language (EFL) spelling development amongst 233 fifth-grade, eighth-grade and 10th-grade Hebrew first-language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/ae/, /?/ and /?/) and…
Descriptors: English (Second Language), Spelling, Grade 5, Grade 8
How to Develop an Engineering Design Task
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Dankenbring, Chelsey; Capobianco, Brenda M.; Eichinger, David – Science and Children, 2014
In this article, the authors provide an overview of engineering and the engineering design process, and describe the steps they took to develop a fifth grade-level, standards-based engineering design task titled "Getting the Dirt on Decomposition." Their main goal was to focus more on modeling the discrete steps they took to create and…
Descriptors: Engineering Education, Design, Curriculum Design, Task Analysis
Advancing Scientific Reasoning in Upper Elementary Classrooms: Direct Instruction versus Task Structuring
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Lazonder, Ard W.; Wiskerke-Drost, Sjanou – Journal of Science Education and Technology, 2015
Several studies found that direct instruction and task structuring can effectively promote children's ability to design unconfounded experiments. The present study examined whether the impact of these interventions extends to other scientific reasoning skills by comparing the inquiry activities of 55 fifth-graders randomly assigned to one of…
Descriptors: Elementary School Science, Thinking Skills, Scientific Methodology, Direct Instruction
Comparing the Quality of Third, Fourth, and Fifth Graders' Social Interactions and Cognitive Strategy Use during Structured Online Inquiry
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Coiro, Julie; Sekeres, Diane Carver; Castek, Jill; Guzniczak, Lizabeth – Journal of Education, 2014
This study examined the social and cognitive interaction patterns of third, fourth, and fifth graders as they collaboratively read on the Internet and responded to an inquiry prompt. Data analysis revealed patterns of cognitive strategy use that intersected with social forms and functions of dialogue. Dyads that exhibited higher levels of…
Descriptors: Grade 3, Grade 4, Grade 5, Cognitive Style
Good-Enough Understanding: Theorising about the Learning of Complex Ideas (Part 1)
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Zack, Vicki; Reid, David A. – For the Learning of Mathematics, 2003
Vicki Zack, a classroom teacher and researcher, returned to the fifth grade classroom in 1989 after more than a decade of teaching in a university faculty of education in order to teach in the changing ecologies of classrooms (with problem-solving approaches in mathematics and literature-based approaches in reading) and to research from the…
Descriptors: Grade 5, Teaching Experience, Teaching Methods, Classroom Techniques
Good-Enough Understanding: Theorising about the Learning of Complex Ideas (Part 2)
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Zack, Vicki; Reid, David A. – For the Learning of Mathematics, 2004
In part 1 of this article Zack and Reid offered two examples of students operating with good-enough understandings in mathematics, and related their understandings to features of good-enough understanding identified by Mackey (I997) in the context of reading. Mackey contends that the ability to read further, on the basis of a very imperfect…
Descriptors: Grade 5, Teaching Experience, Teaching Methods, Classroom Techniques