Revija za sociologiju, Vol. 30 No. 3-4, 1999.
Izvorni znanstveni članak
Impact of the Family on Cognitive Functioning and Reading Development
Mira Čudina-Obradović
; Učiteljska akademija, Sveučilište u Zagrebu
Sažetak
A study was performed on 119 children just before entering Is' grade (65 girls and 54 boys, average age 6 years and 7 months) till the end of lsl grade. The aim of the study was to test whether different aspects of child’s cognitive functioning just before entering the Is' grade are impacted by socio-economic status of his/her family. The analysis of differences between children of lower and middle to high socio-economic status in variables presumed to be relevant for learning to read: general intelligence, short-term memory, spatial orientation and pre-school phonological sensitivity, pre-school reading and mathematical skills as well as in reading achievement and grades at the end of the 1st grade. Five separate ANCOVAS were performed to assess the significance of differences between two groups when some relevant variables were controlled (child’s acceptance by mother, child’s intelligence, pre-school reading skills and pre-school phonological sensitivity). After controlling for variables which could also influence the differences beside the socioeconomic status, the results point to the significant influence of the family status on variables: short-term visual memory, elementary phonological sensitivity, pre-school writing knowledge, text comprehension and language grade and GPA.
Ključne riječi
socio-economic status; intelligence; short-term memory; preschool reading skills
Hrčak ID:
154394
URI
Datum izdavanja:
31.12.1999.
Posjeta: 1.978 *