Predictors of reading and writing achievement in first graders
The achievement of reading and writing ta ks of different complexity leve! was evaluated. Twohundred eighty-eight first-grade children responded to 76 items cla sified on the basis of one mor phological and one functional criterion. Variables regarding teaching practices as well a children's...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2000 |
| País: | Perú |
| Recursos: | Pontificia Universidad Católica del Perú |
| Repositorio: | Revistas - Pontificia Universidad Católica del Perú |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/6097 |
| Acesso em linha: | http://revistas.pucp.edu.pe/index.php/psicologia/article/view/6097 |
| Access Level: | acceso abierto |
| Palavra-chave: | reading writing school achievement lectura escritura desempeño escolar |
| Resumo: | The achievement of reading and writing ta ks of different complexity leve! was evaluated. Twohundred eighty-eight first-grade children responded to 76 items cla sified on the basis of one mor phological and one functional criterion. Variables regarding teaching practices as well a children's characteristics were used a predictors of reading and writing ta ks. A multiple regression analysis suggested that teacher's judgment concerning the child's reading-writing acquisition, sorne visual or auditive deficits, and final average on Spanish course explained almost 40% of the dependen! variable variance. Result are discussed in terms of their teaching-leaming implications. |
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