Educational achievement in the infant school: the influence of ethnic origin, gender and home on entry skills

Blatchford, Peter; Burke, Jessica; Farquhar, Clare; Plewis, Ian; Tizard, Barbara

doi:10.1080/0013188850270108

Cited by 20 publications

(8 citation statements)

References 4 publications

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“…In general, they have provided some evidence that academic performance is not related to ethnicity but is related to gender, with girls attaining the best performances, though this fi nding was tied to parental support at home and the mothers' educational level (Blatchford et al, 1985). Time spent on homework was also a variable strongly related to academic performance (Holmes & Croll, 1989).…”

Section: What Variables Are Related With Academicmentioning

confidence: 99%

“…School performance is potentially infl uenced by several factors; this multifaceted conception of performance is supported by empirical corroboration from diverse research fi elds, including the investigation of cognitive abilities, cognitive and metacognitive strategies, motivation and meaning of the school learning, mental health, gender, homework routine, mothers' educational level, and readiness (Blatchford, Burke, Farquhar, Plewis, & Tizard, 1985;Boruchovitch, 1999; A. G. S. Capovilla & Dias, 2008;Capellini, Tonelotto, & Ciasca, 2004;Dell'Aglio & Hutz, 2004;Duncan et al, 2007;Holmes & Croll, 1989;Pastura, Mattos, & Araújo, 2005;Valenzuela, 2008).…”

Section: Performance Of Brazilian Children Attending Elementary Schoolmentioning

confidence: 99%

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Development and interactions among academic performance, word recognition, listening, and reading comprehension

Dias¹,

Montiel²,

Seabra³

2015

Psicol. Reflex. Crit.

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This study investigated how the development of word recognition, listening and reading comprehension skills correlates with academic performance over the course of elementary school. The Contrastive Test of Listening and Reading Comprehension and the Words and Non-words Reading Competence Test were used to assess 301 Brazilian students attending the 1 st to 4 th grades of elementary education, whose academic performance records were provided by the school at the end of the year. Analysis shows a signifi cant effect of grade level on all variables and a pattern of higher scores in items that can be read by logographic strategy and lower scores for items that need orthographic processing. Several signifi cant correlations between measured skills and academic performance were found, though the pattern of these correlations shifted within different grade levels. There were stronger relations between academic performance and more elementary abilities, such as logographic strategy of reading and listening comprehension in the 1st grade, and with more complex skills developing during the next three grades, as shown by the increase of correlations with alphabetic and orthographic strategies and reading comprehension. These data can help guide practices that stimulate relevant skills in each school level. Keywords: School learning, development, reading skills. ResumoEste estudo investigou como o desenvolvimento das habilidades de reconhecimento de palavras, compreensão auditiva e de leitura relaciona-se ao desempenho escolar ao longo do Ensino Fundamental I. O Teste Contrastivo de Compreensão Auditiva e de Leitura e o Teste de Reconhecimento de Palavras e Pseudopalavras foram utilizados na avaliação de 301 estudantes brasileiros da 1ª à 4ª série do Ensino Fundamental. As notas escolares foram fornecidas pela escola ao término do ano letivo. As análises revelaram efeito signifi cativo da série sobre todas as variáveis e um padrão com escores mais elevados em itens que podem ser lidos pela estratégia logográfi ca e escores mais baixos para itens que demandam processamento ortográfi co. Diversas correlações signifi cativas entre as habilidades mensuradas e o desempenho escolar foram encontradas, porém o padrão destas correlações mudou nas diferentes séries escolares. Houve correlações mais fortes entre desempenho escolar e habilidades mais elementares, como a estratégia logográfi ca de leitura e a compreensão auditiva, na 1ª série, e com habilidades mais complexas desenvolvendo-se ao longo das três séries sucessivas, como evidente pelo aumento de correlações com as estratégias alfabética e ortográfi ca e com a compreensão de leitura. Os dados podem auxiliar a orientar práticas para estimular habilidades relevantes em cada nível escolar. Palavras-chave: Aprendizagem escolar, desenvolvimento, habilidades de leitura. * Mailing address: Av. Franz Voegeli, 577, Bl. 5, Apto. 6, Osasco, SP,. E-mail: natalia.dias@unifi eo.br This article adds a developmental perspective in the investigation of reading strategies, listening...

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Section: What Variables Are Related With Academicmentioning

confidence: 99%

Section: Performance Of Brazilian Children Attending Elementary Schoolmentioning

confidence: 99%

Development and interactions among academic performance, word recognition, listening, and reading comprehension

Dias¹,

Montiel²,

Seabra³

2015

Psicol. Reflex. Crit.

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“…A more complete description of research methodology and sample can be found in Blatchford et al (1985).…”

Section: Parent Interviewsmentioning

confidence: 99%

Associations between Preschool Reading Related Skills and later Reading Achievement

Blatchford

Burke

Farquhar

et al. 1987

British Educational Res J

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This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their associations with Young's Group Reading scores at seven years. The strongest association was between letter identification and reading at seven. Preschool oral vocabulary and handwriting were also significantly and independently related to reading at seven, though concepts about print, in contrast to other recent research, was no more related to later reading than was word matching. Results are set in the context of conflicting theories about the early teaching of reading and, in particular, about conflicting views on the extent of preschool reading related skills and which skills have the most relevance to later reading achievement.

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“…The research of Blatchford et al (1985), Bronfenbrenner (1974), Coulson (1975), Gordon (1978), Gray & Klause (1985), Lazar & Darlington (1982), Sloane & Toomey (1988), Tizard (1985), looked at the effects of involving parents in children's preschool education.…”

Section: The Effects Of Parental Participation In the Learning Processmentioning

confidence: 98%

What does research say about parental participation in children's reading development?

Jones

Rowley

1990

Evaluation & Research in Education

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A great deal of research has been reported in Australia, Great Britain and the USA on the participation of parents in children's education. This review focuses specifically on the learning of reading in the primary school, and the effects of various forms of parental participation on its effectiveness.Studies on parental participation fall generally within three categories: (1) descriptions of parental involvement programmes; (2) studies of the attitudes of parents, teachers and teacher educators to such programmes and (3) studies of the outcomes that result from parental participation, particularly in the area of academic achivement. The focus of this review is on studies in the third category. Several methods of implementation are identified, based on different views about the role of parental participation. Major research studies described include the Dagenham study, the Haringey experiment, the Bellfield study and several projects involving Hannon in Great Britain, a project by Siders and Sajeski in the USA, and another by Share in Australia.

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Educational achievement in the infant school: the influence of ethnic origin, gender and home on entry skills

Cited by 20 publications

References 4 publications

Development and interactions among academic performance, word recognition, listening, and reading comprehension

Development and interactions among academic performance, word recognition, listening, and reading comprehension

Associations between Preschool Reading Related Skills and later Reading Achievement

What does research say about parental participation in children's reading development?

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