Prerequisites for academic learning in children with high and low school performance

Educational success depends on the consolidation of literacy and mathematics at the end of the third grade of primary school (Secretaría de Educación Pública [SEP], 2016), where Mexican students score low on international assessments. The performance of the cognitive skills involved in reading, writ...

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Main Authors:	Victoria, Angélica, Esquivel-Ancona, Fayne, Aldrete-Cortez, Vania
Format:	Online
Language:	spa
Published:	Universidad Autónoma de Tamaulipas 2019
Online Access:	https://revistapcc.uat.edu.mx/index.php/RPC/article/view/281
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record_format	ojs
spelling	oai:ojs.pkp.sfu.ca:article-2812019-10-02T13:58:41Z Prerequisites for academic learning in children with high and low school performance Prerrequisitos para el aprendizaje académico en niños con alto y bajo rendimiento escolar Victoria, Angélica Esquivel-Ancona, Fayne Aldrete-Cortez, Vania cognitive skills school learning reading comprehension neuropsychological assessment cognitive development literacy learning habilidades cognitivas apren-dizaje escolar comprensión lectora evaluación neuropsicológica desarrollo cognoscitivo aprendizaje de lectoescritura. Educational success depends on the consolidation of literacy and mathematics at the end of the third grade of primary school (Secretaría de Educación Pública [SEP], 2016), where Mexican students score low on international assessments. The performance of the cognitive skills involved in reading, writing and mathematics of 20 children of third and fourth year of primary school (8-10 years old) with low and high school performance were assessed. For this purpose 23 subtests of the BANETA and ENI-2 were applied. Four factors of analysis were established: reading comprehension, reading, writing and mathematics. U Mann-Whitney showed there were significant differences between the groups in all the factors (p=.001): reading, writing and mathematics. In the reading comprehension factor, both groups were located in percentiles below the mean (low normal and deficient). It is concluded that reading comprehension is affected in both groups although the alterations in the group with low performance are found in the first level of reading processing and in the group with high school performance in the second level. El éxito educativo depende de la consolidación de la lectoescritura y matemáticas al concluir tercer grado de primaria (Secretaría de Educación Pública [SEP], 2016), donde alumnos mexicanos puntúan bajo en evaluaciones internacionales. Se analizó el desempeño de habilidades cognitivas implicadas en lectoescritura y matemáticas de 20 niños de tercero y cuarto año de primaria (8-10 años de edad) con bajo y alto rendimiento escolar. Se les aplicó 23 subpruebas de la BANETA y ENI-2. Se establecie-ron cuatro factores de análisis: comprensión lecto-ra, lectura, escritura y matemáticas. Con la U de Mann Whitney hubo diferencias significativas entre los grupos en todos los factores, siendo las más significativas al p=.001: lectura, escritura y mate-máticas. En el factor de comprensión lectora ambos grupos se ubicaron en percentiles debajo de la me-dia (normal bajo y deficiente). Se concluye que la comprensión lectora está afectada en ambos grupos aunque las alteraciones en el grupo con bajo rendi-miento se encuentran en el primer nivel de procesa-miento de la lectura y en el grupo con alto rendi-miento escolar en el segundo nivel. Universidad Autónoma de Tamaulipas 2019-06-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistapcc.uat.edu.mx/index.php/RPC/article/view/281 10.29059/rpcc.20190602-77 Revista de Psicología y Ciencias del Comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales; Vol. 10 No. 1 (2019): Enero-Junio de 2019; 6-17 Revista de Psicología y Ciencias del Comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales; Vol. 10 Núm. 1 (2019): Enero-Junio de 2019; 6-17 2683-1813 2007-1833 spa https://revistapcc.uat.edu.mx/index.php/RPC/article/view/281/295 Derechos de autor 2019 Revista de Psicología y Ciencias del Comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales
institution	REVISTA DE PSICOLOGÍA
collection	OJS
language	spa
format	Online
author	Victoria, Angélica Esquivel-Ancona, Fayne Aldrete-Cortez, Vania
spellingShingle	Victoria, Angélica Esquivel-Ancona, Fayne Aldrete-Cortez, Vania Prerequisites for academic learning in children with high and low school performance
author_facet	Victoria, Angélica Esquivel-Ancona, Fayne Aldrete-Cortez, Vania
author_sort	Victoria, Angélica
title	Prerequisites for academic learning in children with high and low school performance
title_short	Prerequisites for academic learning in children with high and low school performance
title_full	Prerequisites for academic learning in children with high and low school performance
title_fullStr	Prerequisites for academic learning in children with high and low school performance
title_full_unstemmed	Prerequisites for academic learning in children with high and low school performance
title_sort	prerequisites for academic learning in children with high and low school performance
description	Educational success depends on the consolidation of literacy and mathematics at the end of the third grade of primary school (Secretaría de Educación Pública [SEP], 2016), where Mexican students score low on international assessments. The performance of the cognitive skills involved in reading, writing and mathematics of 20 children of third and fourth year of primary school (8-10 years old) with low and high school performance were assessed. For this purpose 23 subtests of the BANETA and ENI-2 were applied. Four factors of analysis were established: reading comprehension, reading, writing and mathematics. U Mann-Whitney showed there were significant differences between the groups in all the factors (p=.001): reading, writing and mathematics. In the reading comprehension factor, both groups were located in percentiles below the mean (low normal and deficient). It is concluded that reading comprehension is affected in both groups although the alterations in the group with low performance are found in the first level of reading processing and in the group with high school performance in the second level.
publisher	Universidad Autónoma de Tamaulipas
publishDate	2019
url	https://revistapcc.uat.edu.mx/index.php/RPC/article/view/281
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Prerequisites for academic learning in children with high and low school performance

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