Predicting Performance in Primary School Subjects

Predicting Performance in Primary School Subjects

Correlations among letter naming, word reading, letter writing, and visual-motor integration scores at school start in Grade 1 and reading, spelling, and handwriting scores at the end of Grades 2 and 5 obtained in a longitudinal design for 217 boys and 190 girls entering Grade 1 at the age of 7 year...

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Veröffentlicht in:Perceptual and motor skills 2003-12, Vol.97 (3_suppl), p.1058-1060
Hauptverfasser: Karlsdottir, Ragnheidur, Stefansson, Thorarinn
Format: Artikel
Sprache:eng
Schlagworte:
Academic achievement
Child
Cognition - physiology
Discrimination (Psychology)
Educational Status
Female
Humans
Male
Motor ability
Motor Skills - physiology
Prospective Studies
Reading comprehension
Schools
Students
Teaching - methods
Visual Perception - physiology
Writing
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Zusammenfassung:Correlations among letter naming, word reading, letter writing, and visual-motor integration scores at school start in Grade 1 and reading, spelling, and handwriting scores at the end of Grades 2 and 5 obtained in a longitudinal design for 217 boys and 190 girls entering Grade 1 at the age of 7 years are reported. The correlations between letter naming, word reading, and letter writing and reading and spelling in Grades 2 and 5 fall in the ranges .51≤r≤ .62 and .43 ≤r≤.50, respectively (α = .01). For all other correlations (r
ISSN:0031-5125
1558-688X
DOI:10.2466/pms.2003.97.3f.1058