Context for reading
achievement of children in school includes more than just class and teacher.
This includes the temperament and behavioral characteristics of children who interact
with their environment. This study captures some of the complexities of many
factors that affect reading comprehension and consolidate them into a single
metric index. Parental expectations of educational achievement are the
strongest element of the home-based index, and this may be useful as an
individual target for prevention and intervention. Parents may not be aware of
the impact their attitudes and beliefs about their child's academic achievement
can achieve their success. Positive and negative child emotionality is the
strongest indicator of behavioral indices, suggesting that parents may be able
to see these risk factors even before the child is in school. The behavioral
and environmental indexes created here show the same magnitude effect as
teacher quality and instruction in predicting results relating to reading. This
further highlights the importance of considering individual child-level
differences when examining reading performance. Finally, the creation of a
combined risk metric can help translate the research into practice by telling
doctors and other physicians a tool in screening children for interventions or
further assessments of reading and reading problems.
Annisa Masnasuri Kesai
16611069
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