ПСИХОЛОГИЧЕСКИЕ ОСНОВЫ ОБУЧЕНИЯ ЧТЕНИЯ
Journal Title: Science Review - Year 2018, Vol 1, Issue 6
Abstract
In the life of a modern person, reading has a particular place as we have to use this skill on a daily basis. Even in developed countries, approximately 20% of primary school pupils have difficulty in learning to read. Many studies show that the development of reading skills needs targeted help from early childhood. To solve this problem, it is necessary to have psychological knowledge, conduct various studies and experiments. In order to identify difficulties in reading, we decided to conduct research in primary school. The research involved pupils of the first, second and third grades (from 6 to 12 years old), with 40 pupils in each class. Within the study, the intellect (WISC-R), the level of reading (according to the tested text by M. Mirianashvili which the author used in the dissertation thesis) and academic progress of each pupil was studied. The level of intelligence (IQ) is in correlation with the time which the pupil spent on reading, with the mistakes and with comprehension of the read text. The research conducted by me revealed that the level of intelligence (IQ) among children with reading problems of 46.5% is average and below the level of average intelligence, and 53.5% have a slight mental retardation and borderline inferiority. A statistically reliable correlation was revealed between the intellect of primary school students and academic progress.
Authors and Affiliations
Ketevan Beridze
Keywords
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- EP ID EP398072
- DOI 10.31435/rsglobal_sr/01072018/5903
- Views 128
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