Η εξήγηση της αναγνωστικής επίδοσης με βάση τη φωνημική ενημερότητα, το οικογενειακό περιβάλλον και το κοινωνικό επίπεδο: Μια προκαταρκτική ανάλυση με παιδιά Πρώτης Δημοτικού
Abstract
The purpose of the present study was to investigate the role of phonemic
awareness, home environment and socioeconomic status in explaining children's reading performance. Participants were 66 first graders attending five elementary schools from different geographical areas in Greece. Reading was assessed at the end of grade 1 while data on the independent variables were collected at the beginning of the academic year. Reading was measured using the Test of Reading Performance (Padeliadu & Sideridis, 1999). Phoneme awareness was assessed through a variety of exercises. The home environment was assessed using parents reports and data about the socioeconomic status were collected from school records. Based on a linear regression analysis, it was indicated that 30% of the variability of reading scores was explained using all independent variables. However, an analysis of the part correlations identified the most important variables which were the literacy activities at home, the parents' expectations regarding their child's reading progress, the mother's education(σ. 376), and the phonemic awareness.(σ. 300).
awareness, home environment and socioeconomic status in explaining children's reading performance. Participants were 66 first graders attending five elementary schools from different geographical areas in Greece. Reading was assessed at the end of grade 1 while data on the independent variables were collected at the beginning of the academic year. Reading was measured using the Test of Reading Performance (Padeliadu & Sideridis, 1999). Phoneme awareness was assessed through a variety of exercises. The home environment was assessed using parents reports and data about the socioeconomic status were collected from school records. Based on a linear regression analysis, it was indicated that 30% of the variability of reading scores was explained using all independent variables. However, an analysis of the part correlations identified the most important variables which were the literacy activities at home, the parents' expectations regarding their child's reading progress, the mother's education(σ. 376), and the phonemic awareness.(σ. 300).
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Παντελιάδου (Souzana Panteliadou) Σ., Μπότσας (Georgios Mpotsas) Γ., & Σιδερίδης (Giorgos Sideridis) Γ. (2000). Η εξήγηση της αναγνωστικής επίδοσης με βάση τη φωνημική ενημερότητα, το οικογενειακό περιβάλλον και το κοινωνικό επίπεδο: Μια προκαταρκτική ανάλυση με παιδιά Πρώτης Δημοτικού. Investigating the child’s World, 4, 53–65. https://doi.org/10.12681/icw.18133
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- Vol. 4 (2000)
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- Scientific articles & educational projects
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