Identifying predictors of reading speed and reading comprehension in Bosnian

Memišević, Haris; Dedic, Amira; Biščević, Inga; Hadzic, Selmir; Pasalic, Arnela; Maleč, Daniel

doi:10.1080/21622965.2020.1815023

Cited by 8 publications

(12 citation statements)

References 97 publications

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“…The sample for this study composed of 60 children (27 boys and 33 girls; mean age: 8.5 years, SD-0.6 years) attending third grades of elementary school. These 60 children are a subset of a sample consisting of 168 children used in a previous study examining the predictors of reading speed and reading comprehension in Bosnian (Memisevic et al, 2020). Children were recruited from four randomly chosen elementary schools in Canton Sarajevo (three urban and one suburban school).…”

Section: A Participantsmentioning

confidence: 99%

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Differentiating between Good Readers and Poor Readers: The Role of Linguistic and Cognitive Factors

Memišević

Dedic

Maleč

2022

EJEDU

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Attainment of reading ability is one of the most important goals of early elementary education. The goal of the present study was to compare groups of good readers and poor readers on several cognitive and linguistic skills and to determine the influence of these variables in differentiating these two groups of readers. An additional goal was to determine whether there are differences in proportion of boys and girls in groups of good and poor readers. The sample for this study comprised 60 third-grade children divided in two categories, 30 children in the category of good readers and 30 children in the category of poor readers. The results of this study revealed the largest differences between good readers and poor readers were on the phoneme deletion task and processing speed task. Another finding is that more boys than girls were in the group of good readers and more girls than boys in the group of poor readers. It is very important to know which underlying skills best differentiate good and poor readers at certain age. This in turn will lead to creating more effective reading interventions.

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Section: A Participantsmentioning

confidence: 99%

“…This study is part of the larger study examining predictors of reading fluency and reading comprehension in Bosnian (Memisevic et al, 2020). Bosnian language is a language with a transparent orthography and children are expected to be able to gain information from the text they read by the third grade.…”

Section: Introductionmentioning

confidence: 99%

Differentiating between Good Readers and Poor Readers: The Role of Linguistic and Cognitive Factors

Memišević

Dedic

Maleč

2022

EJEDU

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“…Phonological awareness has been pointed out as one of the most significant predictors of success in this domain (e.g., Melby-Lervåg et al, 2012). In fact, there are several studies that prove the importance of phonological awareness (e.g., Newbury et al, 2020), particularly in word recognition and reading fluency and accuracy (e.g., Ferraz et al, 2020), as well as reading speed and comprehension (e.g., Memisevic et al, 2020), stressing the need for early stimulation of this metaskill (Wanzek et al, 2019). The stimulation of phonological awareness, by facilitating the process of learning to read, prevents the development of learning disabilities (e.g., Amorim et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

et al. 2021

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There is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school and primary teachers are not always aware of this evidence and often do not know how to apply it in practice. Considering the importance of the role of these teachers and the importance of early school years in preventing learning difficulties, it is essential to study teachers’ attitudes, knowledge, and strategies for improving educational processes toward successful development of literacy skills. Particularly, recognizing the impact of phonological awareness on the development of reading skills, this study has two main research questions: What is the importance pre-school and primary teachers attribute to the promotion of phonological awareness? and Which strategies for promoting phonological awareness do they apply in their professional practice? This qualitative study includes individual interviews with 10 pre-school and primary teachers, seeking to understand the perspective of each participant about phonological awareness, its importance, and implementation in practice. Data were collected in a context of great adversity (e.g., child maltreatment, early life stress). The results reveal that both pre-school and primary teachers recognized the relevance of phonological awareness among other pre-academic skills. Regarding the activities teachers implement, in their perspective, the playfulness seems to better result to stimulate this specific skill. Preschool teachers tend to focus on the dynamics that promote syllabic, intrasyllabic and phonemic awareness. Despite recognizing the gaps in phonological awareness in the first graders, primary teachers seem not to prioritize activities that stimulate and consolidate this skill, privileging the fluency and comprehension processes. The collaborative work between professionals was highlighted as very important to optimize the stimulation phonological awareness as well as facing other learning difficulties teachers find in this context. The results are discussed considering the role of pre-school teachers and primary teachers in reading difficulties’ prevention in contexts facing multiple vulnerabilities.

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“…For example, for younger children the most important predictor of future reading proficiency is rhyme detection (Kirtley et al, 1989). As children grow older, the role of riming abilities is reducing and the phoneme awareness tasks, such as phoneme deletion tasks, become the most important predictors of reading (Memisevic et al, 2020). The importance of PA has been established for many languages, with various orthographies, from Chinese (Song et al, 2016), English (Swanson et al, 2003), Spanish (Denton, 2000), to Bosnian (Memisevic et al, 2020) and Croatian language (Kolić-Vehovec, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…As children grow older, the role of riming abilities is reducing and the phoneme awareness tasks, such as phoneme deletion tasks, become the most important predictors of reading (Memisevic et al, 2020). The importance of PA has been established for many languages, with various orthographies, from Chinese (Song et al, 2016), English (Swanson et al, 2003), Spanish (Denton, 2000), to Bosnian (Memisevic et al, 2020) and Croatian language (Kolić-Vehovec, 2003). Besides PA, research has shown that rapid automatized naming (RAN) has significant independent influence on reading (Landerl et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

Biščević

Maleč

Memišević

2021

Šk. vjesn. (Online)

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The attainment of reading and basic mathematical skills is one of the most important academic goals in early grades of elementary school. A plethora of studies has shown the importance of these skills to future academic achievements and professional career. The goal of this study was to determine the correlation of reading and mathematics in third-grade elementary school students in Canton Sarajevo. An additional goal was to determine if there are differences in the proportion of academic underachievement in relation to the student’s gender. The sample for this study consisted of 70 third-grade students (33 girls, 37 boys, mean age- 103,1 months, SD- 5,6 months) attending two elementary schools in Canton Sarajevo. Results of this study indicated that reading and mathematics share 25% of the variance in the scores. The cor[1]relation between reading and mathematics was r = 0,50, p<0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students><0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students

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Identifying predictors of reading speed and reading comprehension in Bosnian

Cited by 8 publications

References 97 publications

Differentiating between Good Readers and Poor Readers: The Role of Linguistic and Cognitive Factors

Differentiating between Good Readers and Poor Readers: The Role of Linguistic and Cognitive Factors

The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

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