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Differentiating between Good Readers and Poor Readers: The Role of Linguistic and Cognitive Factors

Author

Listed:
  • Haris Memisevic
  • Admira Dedic
  • Daniel Malec

Abstract

Attainment of reading ability is one of the most important goals of early elementary education. The goal of the present study was to compare groups of good readers and poor readers on several cognitive and linguistic skills and to determine the influence of these variables in differentiating these two groups of readers. An additional goal was to determine whether there are differences in proportion of boys and girls in groups of good and poor readers. The sample for this study comprised 60 third-grade children divided in two categories, 30 children in the category of good readers and 30 children in the category of poor readers. The results of this study revealed the largest differences between good readers and poor readers were on the phoneme deletion task and processing speed task. Another finding is that more boys than girls were in the group of good readers and more girls than boys in the group of poor readers. It is very important to know which underlying skills best differentiate good and poor readers at certain age. This in turn will lead to creating more effective reading interventions.

Suggested Citation

  • Haris Memisevic & Admira Dedic & Daniel Malec, 2022. "Differentiating between Good Readers and Poor Readers: The Role of Linguistic and Cognitive Factors," European Journal of Education and Pedagogy, European Open Science, vol. 3(1), pages 31-36, January.
    • Handle: RePEc:epw:ejedu0:v:3:y:2022:i:1:id:30235
    DOI: 10.24018/ejedu.2022.3.1.235
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    References listed on IDEAS

    as
    1. Clotilde Napp & Thomas Breda, 2019. "Girls' comparative advantage in reading can largely explain the gender gap in math-intensive fields," Post-Print hal-02307506, HAL.
    2. Breda, Thomas & Napp, Clotilde, 2019. "Girls' Comparative Advantage in Reading Can Largely Account for the Gender Gap in Math-Intensive Fields," IZA Discussion Papers 12503, IZA Network @ LISER.
    3. Thomas Breda & Clotilde Napp, 2019. "Girls’ comparative advantage in reading can largely explain the gender gap in math-related fields," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 116(31), pages 15435-15440, July.
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