Vaš brskalnik ne omogoča JavaScript!
JavaScript je nujen za pravilno delovanje teh spletnih strani. Omogočite JavaScript ali pa uporabite sodobnejši brskalnik.
Nacionalni portal odprte znanosti
Odprta znanost
DiKUL
slv
|
eng
Iskanje
Brskanje
Novo v RUL
Kaj je RUL
V številkah
Pomoč
Prijava
The latent structure of reading comprehension problems in pupils living in poverty
ID
Košak Babuder, Milena
(
Avtor
),
ID
Kavkler, Marija
(
Avtor
)
URL - Predstavitvena datoteka, za dostop obiščite
http://pefprints.pef.uni-lj.si/2286/
Galerija slik
Izvleček
The results of Slovene and international studies reveal a connection between literacy and education levels, employment opportunities and the subsequent socio-economic status of individuals and families. Home environment and living habits are also associated with literacy (reading culture) and, in particular, parental levels of education directly affect the development of child literacy. Reading efficiency relating to reading comprehension and reading to learn is an important element of reading literacy performance. The findings of several authors indicate empirical evidence of the existence of deficits and poor reading comprehension in pupils living in poverty and stress the importance of offsetting deficits and developing reading comprehension. The results of study, in which we investigated and identified the latent structure of the problems in the area of reading comprehension, show that problems in reading comprehension indicate other skills and processes such those necessary for good reading comprehension. The results of factor analysis showed differences in the latent structure of problems in reading comprehension and the latent structure of good reading comprehension. These require differing treatment of pupils who have problems with reading comprehension, with a greater emphasis on the development of phonological awareness, vocabulary development, language skills and automatisation of reading as a prerequisite for achieving good reading comprehension. As parents of pupils who have problems with reading comprehension cannot be sufficiently effective in encouraging and supporting the development of cognitive factors relevant to reading, it is even more important that professional workers in schools provide appropriate treatment for pupils with deficits in this area.
Jezik:
Neznan jezik
Ključne besede:
učne težave
Vrsta gradiva:
Delo ni kategorizirano
Organizacija:
PEF - Pedagoška fakulteta
Založnik:
Zagreb, Fakultet za defektologiju Sveučilišta u Zagrebu
Leto izida:
2014
Št. strani:
1-12
Številčenje:
50
PID:
20.500.12556/RUL-68718
Datum objave v RUL:
10.07.2015
Število ogledov:
743
Število prenosov:
113
Metapodatki:
Citiraj gradivo
Navadno besedilo
BibTeX
EndNote XML
EndNote/Refer
RIS
ABNT
ACM Ref
AMA
APA
Chicago 17th Author-Date
Harvard
IEEE
ISO 690
MLA
Vancouver
:
Kopiraj citat
Objavi na:
Sekundarni jezik
Jezik:
Neznan jezik
Ključne besede:
poverty
Podobna dela
Podobna dela v RUL:
Podobna dela v drugih slovenskih zbirkah:
Nazaj