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Title: Cognitive-Motivational Factors of Reading Skill
Title: Phonemic Awareness and Reading
Title: Action Memory
Title: Levels of Processing and Memory of Actions
Title: Separate Visual Pathways: Anatomy, Physiology and
Perception
Title: "Oblique effect" in Line Orientation Accuracy
Title: Perception of Curved Lines
Title:
Title:
Title: Fear of a Succes Consequences and Fear of a Failure in
Relation to Achievement Motive and to Perceived Competence
Title: Visual Perceptual Learning and Visual Perceptual Maturity
as Factors in Reading Skill
Title: Form Perception
Title:
Title:
Title:
Title: Cognitive and cognitive-motivational factors of reading
skill
Faculty: Filozofski fakultet Sveučilište u Ljubljani
Date of defense: 05/10/93
Language: hrvatski
Number of pages: 138
Summary: The relation between reading and cognitive factors
andrelation between reading and cognitive-motivationalcharacteristics were
investigated in a sample of 303 second gradestudents. Measured cognitive
factors were: the ability to
discriminate visual patterns, visual-motor discrimination,phonemic
awareness, vocabulary and short-term memory.Cognitive-motivational
characteristics listed as follows:attitude towards reading, the causal
attributions of achievementin reading, academic self-concept and test
anxiety. The aim wasto construct and test models of their relationship with
thereading variables (decoding, reading fluency, and readingcomprehension).
The results indicated that reading cognitive componentskills explain
25% of reading variables variance. The mostimportant factors were phonemic
awareness and vocabulary,especially for reading fluency and comprehension.
Different models for good and poor readers were suggested.In poor
readers, decoding is relevant for the understanding.Pseudowords decoding is
affected by visual-motor maturity andshort-term memory, and words decoding
by both the above mentionedand by phonemic awareness. Even greater phonemic
awareness isgenerated by better reading understanding. Decoding is
automatic
in good readers, and as such, not relevant for readingunderstanding.
Vocabulary is the only relevant component forreading comprehension.
Cognitive-motivational characteristics explain 12% ofreading variables
variance. The most important is academicself-concept, especially for
reading fluency and comprehension.
Two relationship models were proposed. One included readingbehavior in
school, and the other reading behavior at home.According to the first
model, only test anxiety influencesdirectly the reading, namely reading
fluency. Othercognitive-motivational characteristics are results of
readingachievement and have a secondary impact on the reading skill.
Theunderstanding influences academic self-concept, whereas
fluencyinfluences the attitude towards reading and
attribution.Cognitive-motivational factors shape school reading
behaviorwhich influences reading. According to the second model
nocognitive-motivational variable has a direct impact on reading.Reading
understanding effects self-concept, which influencesattitude toward
reading. Negative attitude arises resistancetowards reading exercises,
which has a negative effect on reading
fluency. Reading behavior at home is effected by the academicself-concept
and by the attribution of reading achievement, andsuch a behavior
influences reading understanding.
Keywords: reading skill, vizual-motor readiness, phonological awareness, vocabulary, achievement attribution, self-concept
Title: Cognitive Information Processing in Perception -
Perception Accuracy of straight and oblique lines in different orientation
Faculty: Filozofski fakultet Sveučilište u Ljubljani
Date of defense: 12/06/91
Language: hrvatski
Number of pages: 147
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