Attention in Relation to Coding and Planning in Reading

Autor/in	Mahapatra, Shamita
Titel	Attention in Relation to Coding and Planning in Reading
Quelle	In: Journal of Education and Practice, 6 (2015) 1, S.43-50 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Reading Achievement; Grade 5; Elementary School Students; Coding; Decoding (Reading); Planning; Attention; Statistical Analysis; Correlation; Reading Skills; Cognitive Processes; Intelligence Tests; Reading Tests; Statistical Distributions; India; Cognitive Assessment System; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Leseleistung; School year 05; 5. Schuljahr; Schuljahr 05; Codierung; Programmierung; Dekodierung; Ablaufplanung; Planungsprozess; Aufmerksamkeit; Statistische Analyse; Korrelation; Reading skill; Lesefertigkeit; Cognitive process; Kognitiver Prozess; Intelligence test; Intelligenztest; Lesetest; Wahrscheinlichkeitsverteilung; Indien
Abstract	A group of 50 skilled readers and a group of 50 less-skilled readers of Grade 5 matched for age and intelligence and selected on the basis of their proficiency in reading comprehension were tested for their competence in word reading and the processes of attention, simultaneous coding, successive coding and planning at three levels, i.e., perceptual, memory, and conceptual in order to study the relationship of attention with the processes of coding and planning at these levels and their contribution to the reading achievement of children. Results of t test and correlational analysis suggest that all the processes are related significantly to the two skills of reading at conceptual level, whereas, successive coding and planning are related significantly to reading at perceptual and memory level also. Attention, the basic cognitive process, at the same time showed significant relationship with simultaneous processing at all the three levels, whereas, conceptual attention was found to have significant relationship with successive processing at memory level and planning at conceptual level. The results have been discussed in terms of functional aspects of the brain structures underlying cognitive activities including reading and suggestions have been made for the remediation of reading difficulties of children. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01