TITLE

Citatelsk� gramotnost �iakov �tvrt�ho rocn�ka z�kladn�ch �k�l: s�vislosti s vekov�mi rozdielmi �iakov v r�mci jedn�ho rocn�ka

AUTHOR(S)
Gallov�, Sona; Katreniakov�, Eva
PUB. DATE
January 2013
SOURCE
Slovak Journal for Educational Sciences / Pedagogika;2013, Vol. 4 Issue 1, p7
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The study focuses on studentscountry's educational policy regarding delay of schol enrollment, and retention or acceleration of students. The subsequent analysis focused on the Slovak data in more detail. The results showed that the age differences were more distinctive in the achievement of boys than girls; the average achievement of students divided into groups according to their age (younger students, normal-aged students, students older one year or less, students older more than one year) differs considerably. The group of students whose school entry was one year delayed achieved significantly lower than normal-aged students. We thus concluded that their school entry delay was reasonable. age differences within a grade and relationship between these age differences and students' reading literacy achievement from international point of view. The data from two cycles of international reading literacy studies PIRLS 2001 and PIRLS 2006 from Slovakia, France, Italy, Iceland, Norway and Sweden were used. Through regression analyses the reading literacy achievement of normal-aged students is compared. Normal-aged students complied with the schol entry cut-off rules, they did neither repeat nor skip a grade, and they were born within 12 months period. The results showed positive relationship between the students' age and reading literacy achievement in all analyzed countries and both study cycles. The strenght of this relationship is connected to the age of students at the time of testing and country's educational policy regarding delay of schol enrollment, and retention or acceleration of students. The subsequent analysis focused on the Slovak data in more detail. The results showed that the age differences were more distinctive in the achievement of boys than girls; the average achievement of students divided into groups according to their age (younger students, normal-aged students, students older one year or less, students older more than one year) differs considerably. The group of students whose school entry was one year delayed achieved significantly lower than normal-aged students. We thus concluded that their school entry delay was reasonable.
ACCESSION #
85278334

 

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