Search results for "reading"
showing 10 items of 1521 documents
Parental ability attributions regarding children's academic performance: Person-oriented approach on longitudinal data
2017
The aim of this study was to identify subgroups of mothers and fathers who differ according to the patterns of causal attribution to ability for their children's academic success and failure across early school years. Moreover, the extent to which the mother and father of the same child share the same attribution pattern, and how the attribution patterns are associated with the parents' level of education, children's sex and children's academic performance was investigated. A total of 1721 mothers and 1198 fathers filled out a questionnaire concerning their child-related ability attributions when the children were in Grades 1–3. Five different attribution patterns were identified with laten…
Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and rea…
2015
The early assessment of the executive processes using ecologically valid instruments is essential for identifying deficits and planning actions to deal with possible adverse consequences. The present study has two different objectives. The first objective is to analyze the relationship between preschoolers' performance on tests of Working Memory and Inhibition and parents' and teachers' ratings of these executive functions (EFs) using the Behavior Rating Inventory of Executive Function (BRIEF). The second objective consists of studying the predictive value of the different EF measures (performance-based test and rating scales) on Inattention and Hyperactivity/Impulsivity behaviors and on in…
Orienting of visuo-spatial attention in developmental dyslexia
2008
Resolving reading disability : Childhood predictors and adult-age outcomes
2019
We examined frequency of adult‐age reading disability (RD) and its childhood predictors among 48 adults (20 to 39 years) with documented childhood RD, and contrasted their cognitive skills, education, and employment with 37 matched controls. Among individuals with childhood RD, more than half had improved in their reading fluency to the level where the set criterion for adult‐age RD was not met anymore. More fluent rapid naming, less severe childhood RD, and multiple support providers in childhood together predicted improvement of reading fluency. More fluent naming differentiated the childhood RD participants whose reading fluency had improved by adult‐age from those participants whose RD …
Lasīšanas grūtības kā priekšlaicīgas mācību pārtraukšanas risks Latvijā un Eiropā
2021
Laikmetā, kad cilvēku algotais darbs kļūst arvien intelektuālāks, iegūtajai izglītībai un spējām mācīties arī ir arvien lielāka nozīme. Lasītprasme ir pamats tam, lai cilvēks varētu iegūt izglītību un vēlāk būt konkurētspējīgs darba tirgū. Lasīšanas grūtības apgrūtina skolēna mācības visās jomās un ir viens no fundamentāliem priekšlaicīgas mācību pārtraukšanas riskiem. Gadījumā, ja skolēns ar lasīšanas grūtībām nesaņem atbalstu un tās netiek risinātas, rodas grūtības vairumā mācību jomu, var rasties mācībām nepiemērota uzvedība un citas problēmas. Darbā “Lasīšanas grūtības kā priekšlaicīgas mācību pārtraukšanas risks Latvijā” tiek pētītas atbalsta iespējas cilvēkiem ar lasīšanas grūtībām. D…
Los procesos inferenciales en lectores con síndrome de Down
2013
The aim of this work is to know if the source of the difficulty in making inferences, readers with Down syndrome, is in access to prior knowledge or constructing ideas from purely textual knowledge (based on Saldaña and Frith, 2002 for autism). Involved a sample of 20 students with Down syndrome and mild mental retardation (mean IQ = 60) and a control group of 20 children without cognitive deficits. They were matched as to their extent read metal age via Prueba de Evaluación del Retraso Lector (average 8 years). We created two experimental situations: a) subjects had to generate inferences based on physical knowledge, b) social inferences about knowledge. The ability to check and reaction t…
La promoción de la lectura: un análisis crítico de los artículos de investigación
2017
La lectura es un tema que preocupa cada día más. Los bajos índices de consumo, los resultados de comprensión lectora de los alumnos y el reto que supone el nuevo contexto digital han provocado todo un debate en torno a la lectura y su promoción. Este artículo analiza las investigaciones publicadas entre 2000-2015 en revistas internacionales indexadas en Scopus y en WoS. Estos trabajos resaltan la necesidad de abordar esta temática desde una mirada interdisciplinar y empírica que permita establecer las bases para una correcta actuación y la consolidación de hábitos de lectura estables, especialmente entre los niños y jóvenes. Del análisis realizado se concluye que buena parte de la oferta ac…
Longitudinal associations between teacher-child interactions and academic skills in elementary school
2017
This study examined the extent to which the quality of teacher-child interactions assessed in kindergarten (6-year-olds) is associated with children's reading and math development across the elementary school years. The sample consisted of 515 Finnish children (271 boys, 244 girls). Teacher-child interactions were observed in 49 kindergarten classrooms. The findings from the latent growth curve models showed that high-quality teacher–child interactions in kindergarten were positively associated with the initial levels of reading and math skills. Furthermore, the results indicated that high-quality teacher-child interactions in kindergarten were positively associated with children's academic…
Development of literacy in kindergarten and primary school
2006
Processing and effectiveness of formative feedback to increase comprehension and learning of conceptual knowledge in digital environments
2019
Los estudiantes de educación secundaria participan diariamente en tareas académicas diseñadas para desarrollar habilidades de lectura y facilitar la adquisición de conocimientos. Habitualmente, los docentes suelen pedir a sus estudiantes que lean textos expositivos y respondan preguntas sobre sus contenidos (e.g., Ness, 2011; Sánchez y García, 2015; Sánchez, García y Rosales, 2010), ya que estas tareas respaldan la comprensión y el aprendizaje de conceptos e ideas (e.g., Anmarkrud, McCrudden, Bråten y Strømsø, 2013; Cerdán, Gilabert y Vidal-Abarca, 2011; Lewis y Mensink, 2012; Roelle y Berthold, 2017). En estas situaciones, los estudiantes han de aplicar tanto procesos cognitivos de compres…