Reading Comprehension, Word Reading And Spelling As Predictors Of School Achievement And Choice Of Secondary Education (review of article 62th)

Reading Comprehension, Word Reading And Spelling As Predictors Of School Achievement And Choice Of Secondary Education 

The main purpose of this study is to find out what language literacy factor model can be made based on the reading and fluency test, spelling and reading comprehension, and how the language skills factor and school achievement predict the choice. secondary education and what gender impacts, special educational support and socioeconomic background of these predictions. In total 1700 students were assessed with two word-level reading tests and spell-word and pseudo-spelling tests and with reading comprehension tests. The remaining data were obtained by questionnaire. The findings show that latency factor writing skills can be formed, separate for boys and girls, and that the degree of difficulty in reading and spelling predicts school performance and strong secondary education options. The influence of reading and spelling skills on secondary education choices is stronger and more direct for boys. Parental occupation and special educational support do not play a major role as predictors.

Annisa Masnasuri Kesai

16611069

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