АКТУАЛЬНЫЕ ПРОБЛЕМЫ НАЧАЛЬНОГО ОБЩЕГО ОБРАЗОВАНИЯ: ТЕОРИЯ И ПРАКТИКА. Материалы II Международной научно-практической конференции
Reading is a complex cognitive process that encompasses phonological processing, i.e. mental operations involving minimal distinctive linguistic sounds. This study investigated how phonological processing skills can predict reading fluency and comprehension in monolingual Russian-speaking elementary school students. Phonological skills were assessed using seven linguistic tests of different levels of complexity. We tested 90 typically developing children from the first through fourth grades. We found that reading skills are best predicted by the most complex phonological tests that involve several linguistic components — similarly to reading per se. The results confirm that advanced phonological processing skills are essential for successful reading acquisition.
In the article values and models of behavior in relation to representatives of outgroups and their transformation during the first half of XX century discuss on the basis of the analysis of the content of textbooks for primary school. Following trend was identified: the installation of the in-group favoritism broadcast pupils at discussing ecological phenomena slightly less active than in the textbooks of reading. The purpose of such an influence is obvious: intergroup differentiation leads to the awareness of the members of the group of his oneness, combined with the refusal from communication with representatives of outgroups.
As a result the ingroup becomes more salient features, the evaluation of «their» (positive) and «strangers» (negative) are becoming more categorical.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.