Analiza odnosa brzine obradbe podataka, razumijevanja pročitanog i školskog uspjeha u učenika nižih razreda osnovne škole
Analysis of the Relationship between Speed of Information Processing, Reading Comprehension and School Achievement in Lower Grades of Primary School

Summary/Abstract: The aim of this study was a systematic analysis of the relationship between speed of information processing (SIP), reading comprehension and school achievement in three school subjects among pupils in lower grades of primary school. Speed of information processing (SIP), reading comprehension and knowledge in Croatian, Math and Science were assessed in 2101 primary school pupils. The results showed that SIP, reading comprehension and school achievement are moderately positively correlated. The lowest correlation was obtained between SIP and reading comprehension and the highest between Science and SIP and reading comprehension. Additionally, the analyses confirmed no age related changes in correlations. Regression analysis with achievement tests as criterions and SIP and reading comprehension as predictors showed that 12.6% to 28% of variance of school achievement can be explained by one basic cognitive ability and one skill. Additional comparisons of multiple correlation coefficients and β-weights showed that SIP and reading comprehension predict school achievement in the observed subjects and age groups equally well. The importance of each predictor in explaining criterions generally does not change with age, with SIP and reading comprehension being equally good predictors of knowledge in different school subjects. Results are analyzed in the context of models of reading and cognitive abilities and practical implications for the development of the educational system are discussed.

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