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Cognitive abilities and socio-economic status as predictors of reading and writing skills in early schooling

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Irma Brkovic
S Strnad-Jerbic
N Dujic
D Kovac
M Maljkovic
G Kerestes
Erland Hjelmquist
Tomas Tjus
Publicerad i Paper presented at the Ramiro and Zoran Bujas Days, April, 15-18, Zagreb, Croatia.
Publiceringsår 2015
Publicerad vid Psykologiska institutionen
Språk hr
Ämneskategorier Psykologi

Sammanfattning

Literature offers a lot of contradictory theoretical considerations as well as empirical findings about the relationship between cognitive abilities and oral and written language skills . This study investigated nonverbal abilities and reading and writing skills in 124 2nd and 106 3rd –graders. We applied Naglieri Nonverbal Abilities Test, short culturally unbiased measure of general abilities. Reading and writing skills were assessed with Word Chains, Spelling and Reading Comprehension Test. By means of HRA we examined parental education and cognitive abilities as predictors of reading and writing skills, controlling for child’s gender. In 2nd grade, father’s education and cognitive abilities significantly predicted Reading Comprehension. In 3rd grade, cognitive abilities were also predictive of Reading Comprehension. Mother’s education did not significantly predict any of the investigated reading and writing skills.

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