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Autor/inn/en | Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James |
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Titel | Patterns of Problem-Solving in Children's Literacy and Arithmetic |
Quelle | In: British Journal of Developmental Psychology, 27 (2009) 4, S.815-834 (20 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0261-510X |
DOI | 10.1348/026151008X383148 |
Schlagwörter | Problem Solving; Young Children; Literacy; Arithmetic; Subtraction; Spelling; Reading; Age Differences; Profiles |
Abstract | Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years 1 and 2 on the arithmetic (addition and subtraction) than literacy-based tasks (reading and spelling). However, across all four tasks, the children showed a tendency to move from less sophisticated procedural-based strategies, which included phonological strategies for reading and spelling and counting-all and finger modelling for addition and subtraction, to more efficient retrieval methods from Years 1 to 2. Distinct patterns in children's problem-solving skill were identified on the literacy and arithmetic tasks using two separate cluster analyses. There was a strong association between these two profiles showing that those children with more advanced problem-solving skills on the arithmetic tasks also showed more advanced profiles on the literacy tasks. The results highlight how different-aged children show flexibility in their use of problem-solving strategies across literacy and arithmetical contexts and reinforce the importance of studying variations in children's problem-solving skill across different educational contexts. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |