Development and interactions among academic performance, word recognition, listening, and reading comprehension

Detalhes bibliográficos
Autor(a) principal: Dias,Natália Martins
Data de Publicação: 2015
Outros Autores: Montiel,José Maria, Seabra,Alessandra Gotuzo
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722015000200404
Resumo: This study investigated how the development of word recognition, listening and reading comprehension skills correlates with academic performance over the course of elementary school. The Contrastive Test of Listening and Reading Comprehension and the Words and Non-words Reading Competence Test were used to assess 301 Brazilian students attending the 1st to 4th grades of elementary education, whose academic performance records were provided by the school at the end of the year. Analysis shows a significant effect of grade level on all variables and a pattern of higher scores in items that can be read by logographic strategy and lower scores for items that need orthographic processing. Several significant correlations between measured skills and academic performance were found, though the pattern of these correlations shifted within different grade levels. There were stronger relations between academic performance and more elementary abilities, such as logographic strategy of reading and listening comprehension in the 1st grade, and with more complex skills developing during the next three grades, as shown by the increase of correlations with alphabetic and orthographic strategies and reading comprehension. These data can help guide practices that stimulate relevant skills in each school level.
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spelling Development and interactions among academic performance, word recognition, listening, and reading comprehensionSchool learningdevelopmentreading skillsThis study investigated how the development of word recognition, listening and reading comprehension skills correlates with academic performance over the course of elementary school. The Contrastive Test of Listening and Reading Comprehension and the Words and Non-words Reading Competence Test were used to assess 301 Brazilian students attending the 1st to 4th grades of elementary education, whose academic performance records were provided by the school at the end of the year. Analysis shows a significant effect of grade level on all variables and a pattern of higher scores in items that can be read by logographic strategy and lower scores for items that need orthographic processing. Several significant correlations between measured skills and academic performance were found, though the pattern of these correlations shifted within different grade levels. There were stronger relations between academic performance and more elementary abilities, such as logographic strategy of reading and listening comprehension in the 1st grade, and with more complex skills developing during the next three grades, as shown by the increase of correlations with alphabetic and orthographic strategies and reading comprehension. These data can help guide practices that stimulate relevant skills in each school level.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2015-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722015000200404Psicologia: Reflexão e Crítica v.28 n.2 2015reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1590/1678-7153.201528221info:eu-repo/semantics/openAccessDias,Natália MartinsMontiel,José MariaSeabra,Alessandra Gotuzoeng2015-09-10T00:00:00Zoai:scielo:S0102-79722015000200404Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2015-09-10T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Development and interactions among academic performance, word recognition, listening, and reading comprehension
title Development and interactions among academic performance, word recognition, listening, and reading comprehension
spellingShingle Development and interactions among academic performance, word recognition, listening, and reading comprehension
Dias,Natália Martins
School learning
development
reading skills
title_short Development and interactions among academic performance, word recognition, listening, and reading comprehension
title_full Development and interactions among academic performance, word recognition, listening, and reading comprehension
title_fullStr Development and interactions among academic performance, word recognition, listening, and reading comprehension
title_full_unstemmed Development and interactions among academic performance, word recognition, listening, and reading comprehension
title_sort Development and interactions among academic performance, word recognition, listening, and reading comprehension
author Dias,Natália Martins
author_facet Dias,Natália Martins
Montiel,José Maria
Seabra,Alessandra Gotuzo
author_role author
author2 Montiel,José Maria
Seabra,Alessandra Gotuzo
author2_role author
author
dc.contributor.author.fl_str_mv Dias,Natália Martins
Montiel,José Maria
Seabra,Alessandra Gotuzo
dc.subject.por.fl_str_mv School learning
development
reading skills
topic School learning
development
reading skills
description This study investigated how the development of word recognition, listening and reading comprehension skills correlates with academic performance over the course of elementary school. The Contrastive Test of Listening and Reading Comprehension and the Words and Non-words Reading Competence Test were used to assess 301 Brazilian students attending the 1st to 4th grades of elementary education, whose academic performance records were provided by the school at the end of the year. Analysis shows a significant effect of grade level on all variables and a pattern of higher scores in items that can be read by logographic strategy and lower scores for items that need orthographic processing. Several significant correlations between measured skills and academic performance were found, though the pattern of these correlations shifted within different grade levels. There were stronger relations between academic performance and more elementary abilities, such as logographic strategy of reading and listening comprehension in the 1st grade, and with more complex skills developing during the next three grades, as shown by the increase of correlations with alphabetic and orthographic strategies and reading comprehension. These data can help guide practices that stimulate relevant skills in each school level.
publishDate 2015
dc.date.none.fl_str_mv 2015-06-01
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=S0102-79722015000200404
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722015000200404
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1678-7153.201528221
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 Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Psicologia: Reflexão e Crítica v.28 n.2 2015
reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
collection Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository.name.fl_str_mv Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv prc@springeropen.com
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