Development of children’s reading and writing skills at level of primary education in Azerbaijan

2020 ◽  
Vol 56 (07) ◽  
pp. 93-95
Author(s):  
Sevinj Mais Nurullayeva ◽  

Human beings perceive of the outside world by listening and reading skills; he also conveys his emotions, thoughts, dreams and impressions to his opponents with his speaking and writing skills. In other words, listening and reading comprehension, speaking and writing is the ability to explain. For this, developing reading, writing skills in primary school children is important. The relationship between this skills should be well understood and attention should be paid to these skills in education and training. Key words: Primary education, researches, reading, writing, relationship of reading and writing

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.


1984 ◽  
Vol 54 (3) ◽  
pp. 864-866
Author(s):  
Ezra K. Arap-Maritim

This study was undertaken to assess the nature of the relationship of parental strictness to competitive and cooperative attitudes of primary school children as measured by Minnesota School Affect Assessment. On the competitive items 109 boys did not score significantly higher than 119 girls but the girls scored higher than the boys on the cooperative items. Girls perceived their parents as being more strict than boys. For boys a significant correlation was found between parental strictness items and competitiveness, whereas for girls both competitiveness and cooperativeness showed significant correlation with parental strictness. The children apparently expressed attitudes about their parents that were strongly correlated to their sex differences in attitudes. More cross-cultural research on specific child-rearing variables is recommended using valid and reliable measures such as the Minnesota School Affect Assessment.


1985 ◽  
Vol 57 (3_suppl) ◽  
pp. 1127-1134 ◽  
Author(s):  
Maznah Ismail ◽  
Ng Wai Kong

Using 375 primary school children, the study examined the relationship of locus of control, cognitive style, anxiety, and academic achievement while partialling out general intellectual ability. The results indicated that locus of control, cognitive style, and anxiety were correlated significantly with academic achievement. Regression analyses showed that even with the presence of general intellectual ability, locus of control was a significant predictor of academic achievement, followed by state-anxiety, cognitive style, and trait-anxiety.


TURKDERM ◽  
2014 ◽  
Vol 48 (4) ◽  
pp. 182-186
Author(s):  
Hilal Kaya Erdoğan ◽  
İlknur Kıvanç Altunay ◽  
Serap Turan

2017 ◽  
Vol 5 (1) ◽  
pp. 84
Author(s):  
Asimina Ralli ◽  
Dimitra Karagiannopoulou ◽  
Ilektra Antaraki

Literacy and psychosocial competence are very critical factors for school achievement. Most of the relevant studies have focused mainly on the relationship between reading skills and behaviour problems without investigating other literacy factors such as writing skills, as well as other aspects of psychosocial skills, such as social, emotional and school competence. The main purpose of this study was to investigate the relationship between literacy (reading-writing skills) and psychosocial competence (social, emotional, school competence and behaviour problems) in typically developing primary school children. Seventy-three (73) pupils from the fifth and sixth grades participated in the study. They were assessed individually in standardized psychometric tests of literacy and psychosocial competence. According to the results their reading skills were positively correlated with social and school competence and negatively correlated with behaviour problems. Furthermore, their writing skills were significant predictors of their emotional competence. The main conclusions of this research as well as their educational implications are discussed


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