Doctoral theses

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Identifier	000277187
Title	Γενετική μελέτη της σχολικής επίδοσης και γνωστικά χαρακτηριστικά πρώιμων αναγνωστών
Author	Κουτσουράκη, Στυλιανή Ι
Thesis advisor	Βάμβουκας, Μιχάλης
Reviewer	Παπαδογιαννάκης, Νικόλαος Βασιλάκη, Ελένη
Abstract	The present longitudinal study focuses on the investigation of literacy skills of Early Readers (ERs), from 2nd through 4th grade, and some of their cognitive characteristics, through a comparative study of Early and Non-Early Readers (NERs). It aimes to investigate the level and the development of reading, spelling, written expression, metalinguistic skills and vocabulary of ERs as well as the role of some cognitive factors in the development of their reading skills. Seventy-nine (79) ERs were identified from the area of Heraklio (Crete) and matched on age, gender, attendance of kindergarten and primary school teacher, with seventy-nine (79) NERs. The 158 subjects’ literacy skills were measured at the end of 2nd, 3rd and 4th grades and their cognitive characteristics in the beginning of 3rd grade. At the same time their teachers were given questionnaires that collected additional information about subjects’ school attainment. In the area of school progress, the literacy skills of ERs have been found to be significantly higher than their peers’ during the three years. ERs maintaine their advantage over the other group throughout grades two, three and four. It has also been established that their skills followed a growing scale with the exception of qualitative characteristics of their written productions that continue to develop up to 3rd grade. Their overall progress from 3rd to 4th grade has been found to be more satisfying than NERs. Additionally, some significant differences concerning cognitive characteristics development and their role in reading ability have been found between the two groups. ERs’s intellectual ability, visual and auditory perception and auditory memory are more developed than their peers’. Linguistic competence of ERs has been established as the only factor that accountes for the variability of their reading ability until grade four. Their intellectual ability accountes for a small percentage of differences in their growth in reading ability, in 3rd grade only. Some non-linguistic characteristics of NERs account for their variability in reading development throughout grades three and four together with their language skills. The results indicate that ERs maintain their advantage in reading and literacy skills throughout the four first years of primary school and that different cognitive factors can predict later reading development of ERs and NERs.
Language	Greek
Issue date	2005
Collection	School/Department--School of Education--Department of Primary education--Doctoral theses
	Type of Work--Doctoral theses
Permanent Link	https://elocus.lib.uoc.gr//dlib/c/1/b/metadata-dlib-2005koutsouraki.tkl
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