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The impact of external factors on reading comprehension in the first three-year cycle

Tanja Strojan (2014) The impact of external factors on reading comprehension in the first three-year cycle. MSc thesis.

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    Abstract

    The development of phonological skills is an important part of child's speech development. Phonological skills also include those skills that present the basis of two important processes – reading and writing, which a child learns in the starting schooling period. When learning how to read and write, it is also important to understand and compose written texts. The first step to improving reading comprehension is to enrich vocabulary and even more to enhance reading comprehension itself. The research focuses on determining and analysing some external factors which impact the development of phonological skills in the elementary school third grade students and on their reading comprehension. The connection of phonological skills with the success rate of reading comprehension and the impact of external factors on their success was established on a sample of 200 children. The Chi-Square Distribution test, Z-test and Levene's test to assess the equality of variances were used in the research to confirm the connection of phonological skills with reading comprehension. The research simultaneously confirmed the impact of gender, age, socio-cultural level of a child, spoken communication and reading habits on the development of phonological skills as well as on reading comprehension, however, it did not confirm the impact of bilingualism. Based on the research findings, it has been found that more attention should be dedicated to systematic skill development during the teaching process, since these skills present the foundation for initial literacy. This can also impact the improvement of reading comprehension. Due to a significant impact of external factors, the child's environment should also be considered in the literacy process.

    Item Type: Thesis (MSc thesis)
    Keywords: Phonological skills, reading comprehension, phonological tests, reading comprehension tests, literacy, family literacy, literacy process
    Number of Pages: 110
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Majda KončarMentor
    izr. prof. dr. Marja Bešter TurkComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10023497)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2093
    Date Deposited: 09 Apr 2014 11:54
    Last Modified: 09 Apr 2014 11:54
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2093

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