Search results for "reading skill"

Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

2016

In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades…

Contextual analysis of home environment factors influencing the acquisition of early reading skills in Zambian families

2014

This study examined the effect of home environment factors in the acquisition of early reading skills (orthographic awareness and decoding competence). To assess these factors, a sample of seventy-two (72) first grade learners (females = 55%; age range = 7–8 years) and their maternal parents (age range 26–61 years old) from low SES in Zambia's capital city, Lusaka were recruited. Parents, in response to a home literacy questionnaire, reported on their attitudes towards reading, literacy teaching in the home, the home literacy environment, presence of reading materials for adults and children, parental education, occupation, family size and family possessions. Two measures of reading skill w…

Supporting Urgent Basic Reading Skills in Children in Africa and Around the World

2014

Risk Factors of Dyslexia in Pre-school Children

2015

<p><em>The article is devoted to actualize early risk factors of dyslexia in pre-school children.</em></p><p><em>There are a lot of research about dyslexia and its impact on the child/pupil's development, learning and other areas of life. Part of the research concerns the development of a child in pre-school age determining, what factors influence acquisition of reading skills and predict potential difficulties. The article is devoted to reveal early risk factors of specific reading disorder (dyslexia), touches diagnostic possibilities and states what is the role of early intervention in the development of a child. Risk factor groups are described previou…

Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention

2017

ABSTRACTWe explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus business as usual instruction (n = 2). Results indicate that students at some risk on Spanish pseudoword reading appeared to benefit the most from playing the game. Analysis of gains suggests a potentially small, but meaningful educational effect…

Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference

2020

AbstractOne of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in reading development has increasingly been documented. Regrettably, there is scant evidence on whether differences between genders (favouring girls) have their roots in pre-reading skills or whether determining mechanisms are related to factors to do with schooling. We examined the extent to which pre-reading skills assessed in Kindergarten (age 6) predict reading comprehension in Grade 9 (age 15) and, whether the gender difference in reading comprehension can be explained by gender differences in the Kindergarten pre-r…

Development of reading skills among preschool and primary school pupils

2004

This study investigated the trajectories of preschool and first-grade children's development of reading skills, as well as the cognitive and social antecedents of that development. One-hundred and ninety-six 5- to 6-year-old children were tested in October and April of their preschool year and again in the first grade. Data included measures of reading ability and its cognitive and social antecedents, which were analyzed using Simplex and Piecewise Growth Curve Modeling. The results showed that during the preschool year individual differences in reading grew larger and that this growth was faster among those who entered preschool with well-developed skills. However, during the first grade i…

The role of literacy skills in adolescents' mathematics word problem performance – Controlling for visuo-spatial ability and mathematics anxiety

2014

Abstract The aim of the present study is to examine the relationship between eighth-grade adolescents' literacy skills and mathematics word problem performance. Moreover, visuo-spatial ability and mathematics anxiety were considered as covariates. According to the analyses of (co)variance, literacy skills were significantly associated with mathematics word problem skills among the 99 8th grade participants of the study. It is primarily for boys that reading comprehension skill predicts success in solving math word problems, while technical reading predicts both calculation skill and word problem solving skill across genders. Visuo-spatial ability was not a significant covariate in either of…

Teachers adapt their instruction in reading according to individual children’s literacy skills

2013

Abstract This study examined the extent to which first grade teachers adapt their reading instruction to the literacy skills of particular children in their classroom, and investigated whether teacher and classroom characteristics influence such adaptation. Three hundred seven Finnish children were tested with regard to their literacy skills at the end of their kindergarten year. At the beginning of the first grade, the teachers of these children filled in a questionnaire on the reading support they had given each child. The results showed, first, that the poorer the literacy skills a child showed at the end of kindergarten, the more personal reading instruction the teacher gave the child i…

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success.

2011

Abstract This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The participants were 1267 children. The children’s pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children’s school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children’s math and reading skills predicted children’s task-avoidant behaviour re…