Assessment of Reading Skill in Children of Younger School Age

Ivana Sretenovi?, Goran Nedovi?, Nikolina ?ur?evi?, Radomir Arsi?

Abstract


This paper presents the results of research that aimed to assess reading skills and reading comprehension for students of fourth grade. The research sample was formed of 50 students of both sexes, preserved intellectual ability, without additional motor, cognitive and sensory impairments. The largest number of respondents (60%) had a great success, a little less of those with a very good success (30%) and the least of those who had good grades (10%). For the purposes of this research were used texts in Cyrillic and Latin letters, which were unknown to the respondents. Results of the research showed that among students of the opposite sex there is no difference when it comes to speed reading comprehension in both alphabets, while among students with different academic success there is statistically significant difference in speed reading. However, the results showed that participants better understand text written in Latin. Reading is a form of learning, or instrument to learn, and its success depends on the progress and success of students in school and life.


Keywords


reading; younger school children; reading comprehension.

Full Text:

PDF

References


B.B Broj?in, ?itanje kod dece s lakom mentalnom retardacijom u svetlu teorije Jednostavnog vi?enja ?itanja, Istraivanja u defektologiji, no.6, pp. 83-94, 2005.

?. ???????, ?????? ???????? ?? ???????? ?????? ??? ???? ?????? ???????? ???????, ?????, Vol,13, no. 1-2, pp.105-116, 2008.

?. ?????, ???????? ???????? ??????? ?? ??????? ?????????? ?????? I. ??????????? ? ????????: ???????? ?? ?????????? ????????? ? ??????????????, ???????, 2008.

J. R. Kirby, Reading Comprehension: Its Nature and Development. Encyclopedia of Language and Literacy Development (18). London, ON: Canadian Language and Literacy Research Network, 2007.

M. Cole, S.R. Cole and C. Lightfoot, C. The development of children (5th ed.). New York, US: Worth Publisher, 2004.

V.S.I. Mullis, O.M. Martin, M.A. Kennedy, L.K. Trong and M. Sainsbury, PIRLS 2011 Assessment Framework. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, 2009.

I. Kirsch, J. De Jong, D. Lafontaine, J. McQueen, J. Mendelovits and C. Monseur, Reading for Change. Performance and Engagement Across Countries. Results from PISA 2000. OECD, 2002.

D. Pavlovi? - Babi? and A. Baucal, ?itala?ka pismenost kao mera kvaliteta obrazovanja: Procena na osnovu PISA 2009 podataka, Psiholoka istraivanja, Vol. XIII, no.2, pp. 241 - 260, 2010.

?. ??????? and A. ??????, ?????? ????????? ?????????? ????? ???? ?????? ??????? ??????? ?????, ????????? ? ???????, Vol. XXVII, no.2, pp.22 - 32, 2014.

D. Dadli, Brzo ?itanje. Beograd: Biblioteka prakti?nih knjiga, 2008.

J. ?????????? and E. ?????????, ? ????????? ????????? ??????????? ??????? ??????? ?????? ??????????????? ???????, ??????? ????????? ?? ????????? ???????????, Vol. 46, no. 2, pp.299319, 2014.

?. ?????????????, ?????????? ? ??????????, ???????: ????? ?? ???????? ? ???????? ????????, 1991.

S. Koli?-Vehovec, S. Pe?jak and B. Ron?evi? - Zubkovi?, Spolne razlike u (meta)kognitivnim i motivacijskim ?imbenicima razumijevanja teksta adolescenata u Hrvatskoj i Sloveniji, Suvremena psihologija, Vol. 12, no.2, pp. 229242, 2009.

S. Koli? - Vehovec and I. Bajanski, Dobne i spolne razlike u nekim vidovima metakognicije i razumijevanja pri ?itanju, Drutvena istraivanja: ?asopis za op?a drutvena pitanja, Vol. 15, no. 6, pp. 1005 - 1027, 2006.

V. Adamovi?, Brzina ?itanja u?enika od I do V razreda osnovne kole, Nastava i vaspitanje, Vol. 47, no.2, pp. 227-235,1998.

S. Malui?, Od ?ega zavisi brzina i ta?nost ?itanja na osnovnokolskom uzrastu, Nastava i vaspitanje, Vol. 47, no.2, pp. 236-244, 1998.


Refbacks

  • There are currently no refbacks.


 
 
  
 

 

  


About IJSBAR | Privacy PolicyTerms & Conditions | Contact Us | DisclaimerFAQs 

IJSBAR is published by (GSSRR).