Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

Memišević, Haris; Herzegovina,; Biščević, Inga; Pasalic, Arnela; Maleč, Daniel

doi:10.21909/sp.2019.03.781

Cited by 9 publications

(8 citation statements)

References 56 publications

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“…Again, a large part remains unaccounted for but previous research has pointed to many factors contributing to academic success such as motivation, personality, selective attention, emotion regulation, etc. (Busato et al, 2000;Graziano et al, 2007;Memisevic et al, 2019). Our findings seem a little surprising as the only statistically significant EF predictor was planning and not working memory.…”

Section: Discussionmentioning

confidence: 53%

The relationship of executive functions with academic competency and social skills in adolescents with intellectual disability

Memišević¹,

Biščević²

2020

JRTDD

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Introduction: Adolescence is characterised as a period of further development and maturation of higher executive functions (EF). It is well established that EF play an important role in social skills and academic competence of typically developing adolescents. Purpose: The goal of this study was to examine the relationship between executive functions (EF) and academic competency and social skills in adolescents with a mild intellectual disability. In particular, we were interested to examine which EF have the greatest impact on social skills and academic competency. Methods: EF were measured with the Behaviour Rating Inventory of Executive Functions (BRIEF), and social and academic competences were measured with the Social Skills Rating System (SSRS). The sample for this study consisted of 44 adolescents with mild intellectual disability aged 15-18 years old (mean age 16.7 years, SD-1.4). Results:The results of this study clearly pointed to the strong relationship between these constructs. Of all EF, planning had the strongest impact on academic success, and monitoring had the strongest impact on social skills. Conclusion: EF are susceptible to training effects, we thus propose early interventions in these domains in order to increase the social and academic competence of persons with an intellectual disability.

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Section: Discussionmentioning

confidence: 53%

The relationship of executive functions with academic competency and social skills in adolescents with intellectual disability

Memišević¹,

Biščević²

2020

JRTDD

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“…We only tested students with written parental consent forms were tested. Some results from this research regarding the predictors of reading and predictors of mathematics skills have been published earlier in journals Acta Neuropsychologica and Studia Psychologica (Memisevic et al, 2018;Memisevic et al, 2019).…”

Section: Methodsmentioning

confidence: 95%

“…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. This sample is a subsample drawn from a larger study that examined predictors of reading fluency and math skills in early-grade elementary school students (Memisevic et al, 2018;Memisevic et al, 2019). Students, according to the teachers' reports were free of developmental disabilities, neurological or psychiatric illnesses.…”

Section: Participantsmentioning

confidence: 99%

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

Biščević

Maleč

Memišević

2021

Šk. vjesn. (Online)

Self Cite

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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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“…Overall, our results are congruent with previous studies reporting a small to medium association between visual-motor integration and reading. 26,30,31,33 Unidimensional Structure…”

Section: Psychometric Propertiesmentioning

confidence: 99%

Cross-cultural Validation of the Full Range Test of Visual Motor Integration Used with Children in Four Arab Countries

Emam¹,

Al-Attiyah²,

Alhuwilah³

et al. 2021

Optom Vis Sci

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SIGNIFICANCE:Arab countries have a shortage of culturally sensitive psychoeducational assessments. Tests of visual-motor integration are low in their linguistic demands, yet they are not culture-free. PURPOSE:The aim of this study was to explore the psychometric properties and the validation of the Full Range Test of Visual Motor Integration (FRTVMI) across four Arabic speaking countries, namely, Sultanate of Oman, Kuwait, Qatar, and the Kingdom of Saudi Arabia (n = 2318). METHODS:The FRTVMI was administered to 2318 children from four Gulf countries. Criterion measures included the Reading Observation Scale and the achievement scores in reading. All raw data obtained for the FRTVMI were analyzed using the Statistical Package for Social Sciences and R package (version 3.5.1, 2018). Construct validity was examined using confirmatory factor analysis. The internal consistency, test-retest reliability, and interrater reliability of FRTVMI were also examined. RESULTS:The means for Cronbach α, intraclass correlation, and test-retest reliability across the four countries were 0.87, 0.87, and 0.90, respectively. Spearman ρ correlation between FRTVMI scores and Reading Observation Scale scores ranged between 0.16 and 0.51 across the four countries and were 0.57, 0.43, and 0.45 for male and female participants and the entire sample, respectively. The Spearman ρ correlations between FRTVMI scores and reading achievement scores ranged between 0.15 and 0.20 across the four countries and were 0.27, 0.29, and 0.26 for male and female participants and the entire sample, respectively. The modified model indices showed that the FRTVMI was adequate for use in the four countries and for both male and female participants. The reliability estimates for the test were high, whereas the concurrent validity estimates were moderate. CONCLUSIONS:The unidimensionality of the test should be taken with caution, as we found some indication for the multidimensionality of the test factor structure. Implications for cross-cultural assessment are discussed.

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Predictors of Reading Fluency in Second and Third Grade Students: Results from Bosnia and Herzegovina

Cited by 9 publications

References 56 publications

The relationship of executive functions with academic competency and social skills in adolescents with intellectual disability

The relationship of executive functions with academic competency and social skills in adolescents with intellectual disability

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

Cross-cultural Validation of the Full Range Test of Visual Motor Integration Used with Children in Four Arab Countries

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