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Analysis of the Relationship between Speed of Information Processing, Reading Comprehension and School Achievement in Lower Grades of Primary School

Mislav Stjepan ŽEBEC ; Institut društvenih znanosti Ivo Pilar, Zagreb
Marija ŠAKIĆ ; Institut društvenih znanosti Ivo Pilar, Zagreb
Marina KOTRLA TOPIĆ ; Institut društvenih znanosti Ivo Pilar, Zagreb

Puni tekst: hrvatski pdf 215 Kb


str. 763-784

preuzimanja: 2.640



The aim of this study was a systematic analysis of the
relationship between speed of information processing (SIP),
reading comprehension and school achievement in three
school subjects among pupils in lower grades of primary
school. Speed of information processing (SIP), reading
comprehension and knowledge in Croatian, Math and
Science were assessed in 2101 primary school pupils. The
results showed that SIP, reading comprehension and school
achievement are moderately positively correlated. The lowest
correlation was obtained between SIP and reading
comprehension and the highest between Science and SIP
and reading comprehension. Additionally, the analyses
confirmed no age related changes in correlations.
Regression analysis with achievement tests as criterions and
SIP and reading comprehension as predictors showed that
12.6% to 28% of variance of school achievement can be
explained by one basic cognitive ability and one skill.
Additional comparisons of multiple correlation coefficients
and β-weights showed that SIP and reading comprehension
predict school achievement in the observed subjects and age
groups equally well. The importance of each predictor in
explaining criterions generally does not change with age,
with SIP and reading comprehension being equally good
predictors of knowledge in different school subjects. Results
are analyzed in the context of models of reading and
cognitive abilities and practical implications for the
development of the educational system are discussed.

Ključne riječi

speed of information processing; reading comprehension; school achievement

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