Prediction of Reading and Writing in Elementary Education through Early Childhood Education

Abstract

The study investigated the predictive role of executive functions, language, initial reading and writing abilities, teacher’s perception of the students’ difficulties and family characteristics, evaluated in Early Childhood Education (ECE) (Jardim I and Jardim II), in relation to reading and writing performance in the first year of Elementary Education. A total of 71 children were monitored in a longitudinal manner from ECE up to the first year, and evaluated in Oral Language (OL), Executive Functions (EF), initial Reading and Writing skills in ECE and, in the first year, evaluated by means of Reading and Writing tests. Parents provided information on socioeconomic status (SES) and teachers indicated children with difficulties. After the data imputation process, regression tree analysis showed that OL skills and initials skills of reading and writing in ECE explained a mean of 43% of the reading variability in the first year. For writing, the models also included performances in EF, income, father’s age and indication of difficulty by the teacher in ECE, explaining a mean of 78% of the variability in writing in the first year. The results allowed identifying abilities and variables that can be considered precursors of subsequent performances in Elementary Education, providing guidance for actions of early identification and intervention.

Evidências De Confiabilidade Dos Escores Do Tap-Pensamento 2, Um Teste Baseado Em Desempenho Para a Medida Das Abordagens De Aprendizagem / Evidence of Reliability of Slat-Thinking 2 Scores, a Test Based on Performance to Measure Learning Approaches

“…Estudos Preditivos Alves et al (2016Alves et al ( , 2017Alves et al ( , 2018, Gomes (2005), Gomes & Borges (2009a), Mansur-Alves et al (2021), Martins et al (2018), Pazeto et al (2019Pazeto et al ( , 2020, Teodoro et al (2021) Educação e Intervenção Cognitiva Cardoso et al (2019), Gomes (2002Gomes ( , 2007aGomes ( , 2007bGomes ( , 2020aGomes ( , 2020b, Gomes, Carneiro et al (2008), Gomes, Golino, Santos et al (2014), Pereira et al (2019), Ricci et al ( 2020) Modelamentos e Testagens de Teorias Dias et al (2015), Gomes & Borges (2007, 2008c, Gomes, Golino et al (2016, Laros et al (2014), Reppold et al (2015) Medida Gauer et al (2010), , 2015d, 2015e, 2016, Golino et al (2015), Golino et al (2021), Gomes, Araujo et al (2022), Gomes, Araujo et al (2018), Gomes & Jelihovschi (2016), Gomes et al (2022b), Haase et al (2010), Machine Learning Golino & Gomes (2014c), , Gomes, Amantes et al (2020), Gomes, Farias et al (2021);…”

Memorial Para Promoção Docente Ao Cargo De Professor Titular Da Universidade Federal De Minas Gerais, Brazil

“…A partir de 2016 realizei esforços intensivos de investigação sobre como esses métodos poderiam ser úteis para a análise de dados em psicologia e educação. Realizei tanto estudos aplicados envolvendo análises preditivas em dados educacionais e psicológicos (Gomes, Amantes et al, 2020;Gomes, Fleith, Marinho-Araujo et al, 2020;Pazeto et al, 2019Pazeto et al, , 2020 quanto estudos metodológicos em que investigo as propriedades estatísticas dos métodos de árvore Gomes, Lemos et al, 2020). Ademais, comparei os métodos de árvore com as técnicas mainstream da psicologia e educação Gomes, Lemos et al, 2021) e também propus melhorias para o método (Gomes, Farias, Araujo et al, 2021).…”

Management of Learning for Children with Special Needs an Early Age

“…The legislation suggests that early childhood education intended for all children including children with special needs (children who have vision problems, hearing loss, intellectual, social, emotional, and communication and social interaction) which requires stimulation through education in order to achieve maturity in the aspect of physical, motor, language, social, and emotional (Dayal & Tiko, 2020;Kim, 2020;Pazeto et al, 2020).…”