Reading ability of young school-age children
Introduction. Reading is a complex linguistic and cognitive ability, acquired through learning. Children of typical development in the first four years of school completely master the reading skill. However, some children may have difficulty learning to read despite their preserved intellectual abil...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Bosnian |
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University of East Sarajevo
2022-06-01
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| Series: | Biomedicinska istraživanja |
| Subjects: | |
| Online Access: | https://biomedicinskaistrazivanja.mef.ues.rs.ba/article/275 |
| _version_ | 1811321294936866816 |
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| author | Mile Vuković Rada Reljić Trivković Slađana Ćalasan |
| author_facet | Mile Vuković Rada Reljić Trivković Slađana Ćalasan |
| author_sort | Mile Vuković |
| collection | DOAJ |
| description | Introduction. Reading is a complex linguistic and cognitive ability, acquired through learning. Children of typical development in the first four years of school completely master the reading skill. However, some children may have difficulty learning to read despite their preserved intellectual abilities and adequate training. The aim of this paper is to determine the reading ability and to identify reading disorder in children of younger school age.
Methods. The sample consisted of 123 students of third, fourth and fifth grade of elementary school. The three-dimensional reading test- the text “One Snowy Day” was used. Reading speed, reading accuracy and reading comprehension were assessed.
Results. Slow reading was identified in 35.3% of third graders and 22.2% of fourth graders. Deficits in reading accuracy were observed in 8.8% of third grade students. Delays in the development of reading comprehension were identified in most of the examined students. On the whole, our results showed that there is no statistically significant difference in reading ability between boys and girls.
Conclusion. A significant number of children is late in mastering reading skills. Given that reading speed increases significantly with age, and the number of errors decreases, we expect that many slow readers will reach an appropriate reading speed, and that most of the children who showed unexpected number of errors will master accurate word decoding. Since comprehension deficits were identified in the majority of respondents, we conclude that a significant number of children did not reach the developmental stage in which reading becomes a means of learning. |
| first_indexed | 2024-04-13T13:15:32Z |
| format | Article |
| id | doaj.art-b2617685546d4e49bf8390789be97902 |
| institution | Directory Open Access Journal |
| issn | 1986-8529 1986-8537 |
| language | Bosnian |
| last_indexed | 2024-04-13T13:15:32Z |
| publishDate | 2022-06-01 |
| publisher | University of East Sarajevo |
| record_format | Article |
| series | Biomedicinska istraživanja |
| spelling | doaj.art-b2617685546d4e49bf8390789be979022022-12-22T02:45:30ZbosUniversity of East SarajevoBiomedicinska istraživanja1986-85291986-85372022-06-0113110.5937/BII2201027VReading ability of young school-age childrenMile Vuković0Rada Reljić TrivkovićSlađana Ćalasan1University of Belgrade, Belgrade, SerbiaUniversity of East Sarajevo, Lukavica, Bosnia and HerzegovinaIntroduction. Reading is a complex linguistic and cognitive ability, acquired through learning. Children of typical development in the first four years of school completely master the reading skill. However, some children may have difficulty learning to read despite their preserved intellectual abilities and adequate training. The aim of this paper is to determine the reading ability and to identify reading disorder in children of younger school age. Methods. The sample consisted of 123 students of third, fourth and fifth grade of elementary school. The three-dimensional reading test- the text “One Snowy Day” was used. Reading speed, reading accuracy and reading comprehension were assessed. Results. Slow reading was identified in 35.3% of third graders and 22.2% of fourth graders. Deficits in reading accuracy were observed in 8.8% of third grade students. Delays in the development of reading comprehension were identified in most of the examined students. On the whole, our results showed that there is no statistically significant difference in reading ability between boys and girls. Conclusion. A significant number of children is late in mastering reading skills. Given that reading speed increases significantly with age, and the number of errors decreases, we expect that many slow readers will reach an appropriate reading speed, and that most of the children who showed unexpected number of errors will master accurate word decoding. Since comprehension deficits were identified in the majority of respondents, we conclude that a significant number of children did not reach the developmental stage in which reading becomes a means of learning.https://biomedicinskaistrazivanja.mef.ues.rs.ba/article/275readingreading speedaccuracy in readingreading comprehensionyoung school age |
| spellingShingle | Mile Vuković Rada Reljić Trivković Slađana Ćalasan Reading ability of young school-age children Biomedicinska istraživanja reading reading speed accuracy in reading reading comprehension young school age |
| title | Reading ability of young school-age children |
| title_full | Reading ability of young school-age children |
| title_fullStr | Reading ability of young school-age children |
| title_full_unstemmed | Reading ability of young school-age children |
| title_short | Reading ability of young school-age children |
| title_sort | reading ability of young school age children |
| topic | reading reading speed accuracy in reading reading comprehension young school age |
| url | https://biomedicinskaistrazivanja.mef.ues.rs.ba/article/275 |
| work_keys_str_mv | AT milevukovic readingabilityofyoungschoolagechildren AT radareljictrivkovic readingabilityofyoungschoolagechildren AT slađanacalasan readingabilityofyoungschoolagechildren |