Nalazite se na CroRIS probnoj okolini. Ovdje evidentirani podaci neće biti pohranjeni u Informacijskom sustavu znanosti RH. Ako je ovo greška, CroRIS produkcijskoj okolini moguće je pristupi putem poveznice www.croris.hr
izvor podataka: crosbi !

How family environment and child’s attitudes toward reading relate to Croatian children’s reading and writing skills in early schooling (CROSBI ID 575078)

Prilog sa skupa u zborniku | sažetak izlaganja sa skupa | međunarodna recenzija

Keresteš, Gordana ; Brozičević, Maja ; Ugarković, Mirjana ; Hjelmquist, Erland ; Tjus, Tomas How family environment and child’s attitudes toward reading relate to Croatian children’s reading and writing skills in early schooling // 15th European Conference on Developmental Psychology-Program Book / Wold, Bente (ur.). Bergen: University of Bergen, 2011. str. 31-31

Podaci o odgovornosti

Keresteš, Gordana ; Brozičević, Maja ; Ugarković, Mirjana ; Hjelmquist, Erland ; Tjus, Tomas

engleski

How family environment and child’s attitudes toward reading relate to Croatian children’s reading and writing skills in early schooling

The aim of the study was to examine how family demographics, parental literacy activities with preschool children and children’s attitudes toward reading relate to Croatian children’s performance in reading and writing in second and third grade of primary school. Participants were 587 pupils from 7 primary schools, along with one of their parents taking part in an international study also aiming at investigating literacy skills in relation to working memory within different orthographic structures (English, Swedish, Estonian and Croatian). Hierarchical regression analyses revealed significant contribution of all studied predictors (demographic variables including child’s gender, mother’s education and number of family members ; parental literacy activities ; and child’s attitudes toward reading) to performance in reading and writing. However, relations between predictor variables and reading and writing scores differ for younger and older children. Proximal measures (parental literacy activities in preschool period and children’s attitudes toward reading) contributed more to children’s reading and writing in second grade, whereas distal, demographic variables (child’s gender and the number of family members) were more contributing in third grade. Mother’s educational level was an important predictor in both grades. Results suggested that both individual and family characteristics are important contributors to early reading and writing of Croatian children.

Home environment; reading; writing

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

Podaci o prilogu

31-31.

2011.

objavljeno

Podaci o matičnoj publikaciji

15th European Conference on Developmental Psychology-Program Book

Wold, Bente

Bergen: University of Bergen

Podaci o skupu

15th European Conference on Developmental Psychology

poster

23.08.2011-27.08.2011

Bergen, Norveška

Povezanost rada

Psihologija