Comprehension and metacomprehension in preschoolers from low- and middle-socioeconomic status families

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13530%2F20%3A43895749" target="_blank" >RIV/44555601:13530/20:43895749 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11210/20:10422290

Výsledek na webu

<a href="https://ceskoslovenskapsychologie.cz/index.php/csps/article/view/4" target="_blank" >https://ceskoslovenskapsychologie.cz/index.php/csps/article/view/4</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Comprehension and metacomprehension in preschoolers from low- and middle-socioeconomic status families

Popis výsledku v původním jazyce

Objectives. The aim of the study is to investigate reading comprehension and metacomprehension as they occur in preschool age in relation to sociocultural environment of the family, in comparison with traditional predictors of beginning reading acquisition represented by several indicators of phonological awareness. Participants and setting. A group of 327 preschool-age children from middle-SES families and 55 children form low-SES families were compared. Hypotheses. It was assumed that children from low-SES families would perform worse than children from middle-SES families namely in literacy tasks requiring specific social experience with reading, i.e. text comprehension and metacognitive monitoring. Statistical analysis. The differences between the groups were tested using independent samples t-tests, monitoring accuracy on the correct and incorrect answers using the chi-squared test and the relationship between monitoring accuracy and performance in the two text comprehension tasks using 2-way ANOVA. Results. Results showed that children from low-SES families demonstrated significantly lower

Název v anglickém jazyce

Comprehension and metacomprehension in preschoolers from low- and middle-socioeconomic status families

Popis výsledku anglicky

Objectives. The aim of the study is to investigate reading comprehension and metacomprehension as they occur in preschool age in relation to sociocultural environment of the family, in comparison with traditional predictors of beginning reading acquisition represented by several indicators of phonological awareness. Participants and setting. A group of 327 preschool-age children from middle-SES families and 55 children form low-SES families were compared. Hypotheses. It was assumed that children from low-SES families would perform worse than children from middle-SES families namely in literacy tasks requiring specific social experience with reading, i.e. text comprehension and metacognitive monitoring. Statistical analysis. The differences between the groups were tested using independent samples t-tests, monitoring accuracy on the correct and incorrect answers using the chi-squared test and the relationship between monitoring accuracy and performance in the two text comprehension tasks using 2-way ANOVA. Results. Results showed that children from low-SES families demonstrated significantly lower

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Československá psychologie

ISSN

0009-062X

e-ISSN

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Svazek periodika

LXIV

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

14

Strana od-do

625-638

Kód UT WoS článku

000609001800001

EID výsledku v databázi Scopus

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