Current problems in pediatric and adolescent health care, ISSN 1538-5442 vol. 32, no. 6, July 2002
185-207 s. ; 32 cm
- MeSH
- Language MeSH
- Literature MeSH
- Pediatrics MeSH
- Early Intervention, Educational MeSH
- Child Rearing MeSH
- Conspectus
- Pediatrie
- NML Fields
- pediatrie
- zdravotní výchova
The successful early acquisition of reading literacy represents a crucial learning process determining the further course of academic development (Stanovich, 2009). During this process, interactions between children and their proximal social environment are of utmost importance. Therefore, we introduce a systemic framework for the development of learning potential (e.g., Mudrak et al., 2019a, b; Ziegler and Stoeger, 2017) and explore the interactions between the social and motivational processes associated with reading literacy development in school-age children. We base our analysis on a representative Czech sample of fourth-grade pupils involved in the Progress in International Reading Literacy study (PIRLS, Martin et al., 2017). On the basis of the systemic framework, we hypothesized hierarchical relationships among family socioeconomic status, related developmental resources (including parental support, expectations, and reading resources), children's reading motivation (including reading engagement and reading confidence), and manifested learning outcomes (including school grades and reading competence). We implemented three structural equation models to test the hypothesized relationships. The first model tested the direct effect of developmental resources on reading competence. The second model included the motivational variables as mediators between resources and competence. The third model included school grades as mediators between resources and motivational variables. Our analyses indicated the good fit of the proposed models. The final model explained 37.8% of the variance in children's school grades and 46.5% of the variance in reading literacy test scores (compared to 34.8% in the first model). Moreover, parental socioeconomic status was strongly associated with parental expectations, which were associated with reading confidence, partially through the effect of parental expectations on children's school grades. Reading confidence was the main predictor of reading literacy within the model, followed by the direct effects of parental resources. The results illustrate complex processes through which the family environment affects the development of learning competencies such as reading literacy by providing children with the relevant social and material resources associated with their motivation and school outcomes. We discuss some of the reasons that these relationships may take place and consider their implications for educational practice.
- Publication type
- Journal Article MeSH
Příspěvek podává stručný přehled poznatků z oblasti tvorby a implementace cílených intervenčních programů pro podporu vývoje počátečního čtení a psaní. Zaměřuje se na identifikaci přínosů těchto intervenčních programů a to pohledem nejvýznamnějších výzkumných projektů realizovaných v evropských zemích. Ukazuje problematiku intervencí v oblasti vývoje předpokladů pro rozvoj čtení a psaní jako v českém prostředí opomíjenou a málo studovanou problematiku. Upozorňuje rovněž na potřebu tvorby nových intervenčních programů tohoto druhu i na potřebu realizace výzkumů jejich efektivity v českém prostředí.
This study aims to provide a short but compact review on the content and implementation of procedures of early literacy intervention programmes. The study reports the most influential research studies conducted in European countries throughout the last twenty years and summarises their results. Attention is also paid to the situation in the Czech (and Slovak) literature ‒ the study amplifies the need to conduct more research on literacy related intervention programs in the Czech Republic.
- Keywords
- čtenářská gramotnost, čtenářské zájmy,
- MeSH
- Reading * MeSH
- Child MeSH
- Mainstreaming, Education MeSH
- Humans MeSH
- Adolescent MeSH
- Comprehension MeSH
- Disabled Children * MeSH
- Surveys and Questionnaires MeSH
- Persons With Hearing Impairments * MeSH
- Research MeSH
- Check Tag
- Child MeSH
- Humans MeSH
- Adolescent MeSH
- Geographicals
- Slovakia MeSH
Children with preschool language difficulties are at high risk of literacy problems; however, the nature of the relationship between delayed language development and dyslexia is not understood. Three hundred eight Slovak and Czech children were recruited into three groups: family risk of dyslexia, speech/language difficulties and controls, and were assessed three times from kindergarten until Grade 1. There was a twofold increase in probability of reading problems in each risk group. Precursors of 'dyslexia' included difficulties in oral language and code-related skills (phoneme awareness, letter-knowledge and rapid automatized naming); poor performance in phonological memory and vocabulary was observed in both affected and unaffected high-risk peers. A two-group latent variable path model shows that early language skills predict code-related skills, which in turn predict literacy skills. Findings suggest that dyslexia in Slavic languages has its origins in early language deficits, and children who succumb to reading problems show impaired code-related skills before the onset of formal reading instruction. Copyright © 2016 John Wiley & Sons, Ltd.
- MeSH
- Reading * MeSH
- Child MeSH
- Dyslexia psychology MeSH
- Phonetics MeSH
- Literacy psychology MeSH
- Language MeSH
- Language Tests MeSH
- Humans MeSH
- Aptitude MeSH
- Speech Disorders MeSH
- Child, Preschool MeSH
- Risk Factors MeSH
- Vocabulary MeSH
- Language Development Disorders psychology MeSH
- Check Tag
- Child MeSH
- Humans MeSH
- Male MeSH
- Child, Preschool MeSH
- Female MeSH
- Publication type
- Journal Article MeSH
- Geographicals
- Czech Republic MeSH
- Slovakia MeSH
Pediatric clinics of North America, ISSN 0031-3955 vol. 54, no. 3, June 2007
xiii, 426-650 s. : il., tab. ; 24 cm
- MeSH
- Autistic Disorder MeSH
- Child MeSH
- Dyslexia etiology therapy MeSH
- Epidemiologic Factors MeSH
- Genetic Predisposition to Disease MeSH
- Child Development Disorders, Pervasive MeSH
- Socioeconomic Factors MeSH
- Language Development Disorders etiology therapy MeSH
- Check Tag
- Child MeSH
- Publication type
- Collected Work MeSH
- Conspectus
- Pediatrie
- NML Fields
- pediatrie
- psychiatrie
About health literacy -- Assessing health literacy -- Assessing readability with grade level formulas -- Business side of health literacy -- Communicating when patients feel scared, sick, and overwhelmed Environment of care : Entrance, questions, signs, and Feng Shui -- Ethics of simplicity -- Forms and other reading-to-do your audience: emotions and cognition -- Know your audience : Hearing loss -- Know your audience : Literacy and speaking -- Metaphors, similes, and analogies -- Numeracy -- Organizational efforts : Health literacy
Second edition xxiv, 256 stran ; 23 cm
- MeSH
- Communication MeSH
- Health Knowledge, Attitudes, Practice MeSH
- Health Literacy MeSH
- Publication type
- Monograph MeSH
- Conspectus
- Veřejné zdraví a hygiena
- NML Fields
- veřejné zdravotnictví
Možnosti korekcie sluchových vád sú čoraz dokonalejšie, vek zavedenia načúvacieho prístroja alebo kochleárneho implantátu sa znižuje, z toho však nemôžeme usudzovať, že aj komunikačná schopnosť a rozvoj gramotnosti detí sa tým automaticky optimalizuje. Vývin reči je dôležitým ukazovateľom pripravenosti dieťaťa na školu. O úlohe fonologických schopností v čítaní a možnostiach ich stimulácie u detí so sluchovým postihnutím existujú výskumné zistenia, ktoré sú u nás málo známe. Štúdia prináša informácie aj o metodikách tréningu fonematického uvedomovania u detí v predškolskom veku.
Although the possibilities of the correction of impaired hearing are growing and the age of the prescription of a hearing aid or a cochlear implantation is decreasing, we cannot conclude that these factors automatically optimise the development of communication skills and early literacy. Speech and language acquisition is a crucial indicator of school readiness. There are important research findings on the role of phonological skills in the reading of children with hearing loss. The possibilities of the stimulation of these skills are little known in our countries. This paper also provides information about the methods of phoneme awareness training of hearing-impaired children.
