			Home About us Contact

Third-grade Students (third-grade + student)

Distribution by Scientific Domains

Medical Sciences	50%

Selected Abstracts

Effects of a Nutrition Education Program on the Dietary Behavior and Nutrition Knowledge of Second-Grade and Third-Grade Students

JOURNAL OF SCHOOL HEALTH, Issue 4 2005
Alicia Raby Powers
ABSTRACT: This research investigated the effects of a nutrition education program on dietary behavior and nutrition knowledge among elementary school,aged children participating in a Social Cognitive Theory,based nutrition education program. Participants included 1100 second-grade and third-grade students selected by convenience-type sampling from public schools in Alabama. A preassessment and postassessment control group design assessed dietary behavior and nutrition knowledge using Pizza Please, a specially designed interactive evaluation tool. A 2 × 2 mixed analysis of variance was used to analyze data. Children in the treatment group exhibited significantly (p < .001) greater improvement in overall dietary behaviors such as consumption of dairy products, fruits, and vegetables, than children in the control group. Children in the treatment group exhibited significantly (p < .001) greater improvement in nutrition knowledge, including Food Guide Pyramid understanding, nutrient-food association, and nutrient-job association, than children in the control group. Results suggest that nutrition education programs that teach positive dietary messages potentially can improve dietary behavior and increase nutrition knowledge in children. [source]

The Cognitive Correlates of Computational Estimation Skill Among Third-Grade Students

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 4 2006
Pamela M. Seethaler
The purpose of this study was to examine the relations of various cognitive abilities and aspects of math performance with computational estimation skill among third graders. Students (n= 315) were assessed on language, nonverbal reasoning, concept formation, processing speed, long-term memory, working memory, inattentive behavior, basic reading skill, arithmetic number combination skill, double-digit computation skill, and computational estimation ability. One-way analysis of variance indicated significant differences in estimation skill among students of low, average, and high math computation performance. The unique predictors of estimation skill were arithmetic number combination skill, nonverbal reasoning, concept formation, working memory, and inattentive behavior. [source]

Neighborhood social processes and academic achievement in elementary school

JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 7 2008
Ronya Emory
To examine how neighborhood characteristics influence academic achievement, data were drawn from a community survey of low-income neighborhoods and linked with data on performance on standardized testing for third-grade students attending elementary schools in those communities. Results of multilevel logistic regressions indicated that probability of passing the reading portion of the test was associated with high neighborhood expectations for educational attainment and high collective socialization. Contrary to expectations, higher probability of passing reading was associated with higher fear of victimization and retaliation. Passing rates for the mathematics portion of the test were greater in neighborhoods with high levels of collective efficacy. Neighborhood economic impoverishment was not a significant predictor of passing after adjusting for neighborhood social characteristics. © 2008 Wiley Periodicals, Inc. [source]

Science achievement of english language learners in urban elementary schools: Results of a first-year professional development intervention

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2008
Okhee Lee
Abstract This study is part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high-stakes testing and accountability. Specifically, the study examined science achievement at the end of the first-year implementation of the professional development intervention that consisted of curriculum units and teacher workshops. The study involved 1,134 third-grade students at seven treatment schools and 966 third-grade students at eight comparison schools. The results led to three main findings. First, treatment students displayed a statistically significant increase in science achievement. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Language (ESOL) levels 1 to 4 and students who had exited from ESOL or never been in ESOL. Similarly, there was no significant difference in achievement gains between students who had been retained on the basis of statewide reading test scores and students who had never been retained. Third, treatment students showed a higher score on a statewide mathematics test, particularly on the measurement strand emphasized in the intervention, than comparison students. The results indicate that through our professional development intervention, ELL students and others in the intervention learned to think and reason scientifically while also performing well on high-stakes testing. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 31,52, 2008 [source]

Effects of a Nutrition Education Program on the Dietary Behavior and Nutrition Knowledge of Second-Grade and Third-Grade Students

Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2008
Justin C. Wise
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second- or third-grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th-percentile cutoff and a 15th-percentile cutoff as assessed by the KeyMath-Revised Test (Connolly, 1988). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion. [source]

An investigation of Detect, Practice, and Repair to remedy math-fact deficits in a group of third-grade students

PSYCHOLOGY IN THE SCHOOLS, Issue 4 2010
Brian C. Poncy
A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced assessment used to identify specific facts in need of repair. Next, Cover, Copy, and Compare (CCC) procedures are used to enhance automaticity with those specific facts. Lastly, students complete a 1-min speed drill and self-graph their fluency performance. Results showed large level and trend increases in fact fluency after DPR was applied across all three sets of multiplication problems. Discussion focuses on the importance of developing effective and efficient basic-skill-remediation procedures and directions for future research. © 2010 Wiley Periodicals, Inc. [source]