Prediction of Reading and Writing in Elementary Education through Early Childhood Education
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia (Conselho Federal de Psicologia. Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1414-98932020000100121 |
Resumo: | Abstract The study investigated the predictive role of executive functions, language, initial reading and writing abilities, teacher’s perception of the students’ difficulties and family characteristics, evaluated in Early Childhood Education (ECE) (Jardim I and Jardim II), in relation to reading and writing performance in the first year of Elementary Education. A total of 71 children were monitored in a longitudinal manner from ECE up to the first year, and evaluated in Oral Language (OL), Executive Functions (EF), initial Reading and Writing skills in ECE and, in the first year, evaluated by means of Reading and Writing tests. Parents provided information on socioeconomic status (SES) and teachers indicated children with difficulties. After the data imputation process, regression tree analysis showed that OL skills and initials skills of reading and writing in ECE explained a mean of 43% of the reading variability in the first year. For writing, the models also included performances in EF, income, father’s age and indication of difficulty by the teacher in ECE, explaining a mean of 78% of the variability in writing in the first year. The results allowed identifying abilities and variables that can be considered precursors of subsequent performances in Elementary Education, providing guidance for actions of early identification and intervention. |
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Prediction of Reading and Writing in Elementary Education through Early Childhood EducationPredictionWritten LanguageExecutive FunctionsEvaluationOral LanguageAbstract The study investigated the predictive role of executive functions, language, initial reading and writing abilities, teacher’s perception of the students’ difficulties and family characteristics, evaluated in Early Childhood Education (ECE) (Jardim I and Jardim II), in relation to reading and writing performance in the first year of Elementary Education. A total of 71 children were monitored in a longitudinal manner from ECE up to the first year, and evaluated in Oral Language (OL), Executive Functions (EF), initial Reading and Writing skills in ECE and, in the first year, evaluated by means of Reading and Writing tests. Parents provided information on socioeconomic status (SES) and teachers indicated children with difficulties. After the data imputation process, regression tree analysis showed that OL skills and initials skills of reading and writing in ECE explained a mean of 43% of the reading variability in the first year. For writing, the models also included performances in EF, income, father’s age and indication of difficulty by the teacher in ECE, explaining a mean of 78% of the variability in writing in the first year. The results allowed identifying abilities and variables that can be considered precursors of subsequent performances in Elementary Education, providing guidance for actions of early identification and intervention.Conselho Federal de Psicologia2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1414-98932020000100121Psicologia: Ciência e Profissão v.40 2020reponame:Psicologia (Conselho Federal de Psicologia. Online)instname:Conselho Federal de Psicologia (CFP)instacron:CFP10.1590/1982-3703003205497info:eu-repo/semantics/openAccessPazeto,Talita de Cassia BatistaDias,Natália MartinsGomes,Cristiano Mauro AssisSeabra,Alessandra Gotuzoeng2020-11-16T00:00:00Zoai:scielo:S1414-98932020000100121Revistahttps://www.scielo.br/j/pcp/PUBhttps://old.scielo.br/oai/scielo-oai.phprevista@cfp.org.br1982-37031414-9893opendoar:2020-11-16T00:00Psicologia (Conselho Federal de Psicologia. Online) - Conselho Federal de Psicologia (CFP)false |
dc.title.none.fl_str_mv |
Prediction of Reading and Writing in Elementary Education through Early Childhood Education |
title |
Prediction of Reading and Writing in Elementary Education through Early Childhood Education |
spellingShingle |
Prediction of Reading and Writing in Elementary Education through Early Childhood Education Pazeto,Talita de Cassia Batista Prediction Written Language Executive Functions Evaluation Oral Language |
title_short |
Prediction of Reading and Writing in Elementary Education through Early Childhood Education |
title_full |
Prediction of Reading and Writing in Elementary Education through Early Childhood Education |
title_fullStr |
Prediction of Reading and Writing in Elementary Education through Early Childhood Education |
title_full_unstemmed |
Prediction of Reading and Writing in Elementary Education through Early Childhood Education |
title_sort |
Prediction of Reading and Writing in Elementary Education through Early Childhood Education |
author |
Pazeto,Talita de Cassia Batista |
author_facet |
Pazeto,Talita de Cassia Batista Dias,Natália Martins Gomes,Cristiano Mauro Assis Seabra,Alessandra Gotuzo |
author_role |
author |
author2 |
Dias,Natália Martins Gomes,Cristiano Mauro Assis Seabra,Alessandra Gotuzo |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Pazeto,Talita de Cassia Batista Dias,Natália Martins Gomes,Cristiano Mauro Assis Seabra,Alessandra Gotuzo |
dc.subject.por.fl_str_mv |
Prediction Written Language Executive Functions Evaluation Oral Language |
topic |
Prediction Written Language Executive Functions Evaluation Oral Language |
description |
Abstract The study investigated the predictive role of executive functions, language, initial reading and writing abilities, teacher’s perception of the students’ difficulties and family characteristics, evaluated in Early Childhood Education (ECE) (Jardim I and Jardim II), in relation to reading and writing performance in the first year of Elementary Education. A total of 71 children were monitored in a longitudinal manner from ECE up to the first year, and evaluated in Oral Language (OL), Executive Functions (EF), initial Reading and Writing skills in ECE and, in the first year, evaluated by means of Reading and Writing tests. Parents provided information on socioeconomic status (SES) and teachers indicated children with difficulties. After the data imputation process, regression tree analysis showed that OL skills and initials skills of reading and writing in ECE explained a mean of 43% of the reading variability in the first year. For writing, the models also included performances in EF, income, father’s age and indication of difficulty by the teacher in ECE, explaining a mean of 78% of the variability in writing in the first year. The results allowed identifying abilities and variables that can be considered precursors of subsequent performances in Elementary Education, providing guidance for actions of early identification and intervention. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1414-98932020000100121 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1414-98932020000100121 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1982-3703003205497 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Conselho Federal de Psicologia |
publisher.none.fl_str_mv |
Conselho Federal de Psicologia |
dc.source.none.fl_str_mv |
Psicologia: Ciência e Profissão v.40 2020 reponame:Psicologia (Conselho Federal de Psicologia. Online) instname:Conselho Federal de Psicologia (CFP) instacron:CFP |
instname_str |
Conselho Federal de Psicologia (CFP) |
instacron_str |
CFP |
institution |
CFP |
reponame_str |
Psicologia (Conselho Federal de Psicologia. Online) |
collection |
Psicologia (Conselho Federal de Psicologia. Online) |
repository.name.fl_str_mv |
Psicologia (Conselho Federal de Psicologia. Online) - Conselho Federal de Psicologia (CFP) |
repository.mail.fl_str_mv |
revista@cfp.org.br |
_version_ |
1754122432129531904 |