E-Locus - Institutional Repository of the University of Crete

Home Search

Results - Details

Search command : Author="Σαββάκη" And Author="Ελένη"

Current Record: 1 of 6

[Add to Basket]

Identifier

000387702

Title

Η ανάπτυξη αναγνωστικών ,γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου

Alternative Title

Development of cognitive and academic abilities in Greek elementary school students

Author

Παπαϊωάννου, Σοφία

Thesis advisor

Σαββάκη, Ελένη

Reviewer

Σίμος, Παναγιώτης
Κοκκινάκη, Θεανώ
Παντελιάδου, Σουζάνα
Μανωλίτσης, Γεώργιος
Κουρκούτας, Ηλίας
Μουζάκη, Αγγελική

Abstract

Development of Cognitive and Academic Abilities in Greek Elementary School Students The development of language and reading skills is closely linked to the maturation of cognitive abilities. This study focuses on Attention and Executive skills (EFs) and their connection with the development of language and reading skills among elementary school students, with emphasis on reading comprehension. In the context of two studies we examined: the effect of Attention and EFs on Reading Comprehension controlling for printrelated skills, the direct and indirect effects of attention, the factors that may moderate these effects of cognitive abilities on Reading Comprehension, and the cognitive and academic performance of children demonstrating teacher-rated ADHD-related symptoms. A battery of tests assessing Sustained Attention, Short-term Memory (STM), EFs, and academic skills was administered to a representative sample of, largely untreated, Greek elementary school students (N= 597 and N=923, respectively). Attention and EFs contributed significant additional variance to the prediction of Reading Comprehension after controlling for efficiency, accuracy, morphosyntactic and vocabulary knowledge. Attention-related abilities contributed to Reading Comprehension indirectly through EFs. The only factor that moderated the effects of EFs on Reading Comprehension was Reading Efficiency. Significant deficits in EFs and STM were restricted to the groups of students displaying inattention symptoms. Results demonstrated a close link between EFs, other than inhibition and set-shifting, everyday symptoms of inattention, and achievement in math and word-level reading skills. Reduced performance on EF measures was identified as the most important factor that distinguished between students with pervasive academic difficulties and their typically achieving peers, regardless of the presence of inattention symptoms. Considering the crosssectional nature of the present study, our results provide some support to the hypothesis that 14 EF deficits are causally related to developmental academic difficulties, and may set a firm basis for implementing a cognitive approach to the management of students with Reading Comprehension difficulties and severe inattention symptoms.

Language

English

Subject

Academic performance

Attention

Attention deficit hyperactivity disorder

Cognitive abilities

Problem solving

Reading comprehension

Reasoning ability

Αναγνωστική κατανόηση

Γνωστικές λειτουργίες