Структура и развитие креативных способностей младших школьников
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.
The article offers empirical research of criterion validity of questionnaire «learning activity of primary school children» developed by A. Krasnov. The criteria are personality traits and the properties of the nervous system. The results were processed by Pearson correlation analysis. The scales of questionnaire were clarified and expanded by the results.
The article is a detailed description of the questionnaire created by the author, aimed at measuring educational activity of primary school students in the third and fourth grades. When creating techniques the author relied on the concept of A.A.Volochkov on the structure of the educational activity. There are process of creating a questionnaire, its psychometric characteristics, and the questionnaire itself.