Reading ability of young school-age children
Authors: Vuković Mile , Reljić Trivković Rada , Ćalasan Slađana 
Published: September 2022

&lt;p&gt;&lt;strong&gt;&lt;span id=&quot;page945R_mcid3&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 373.283px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(1.07883);&quot; role=&quot;presentation&quot;&gt;Introduction&lt;/span&gt;&lt;/span&gt;&lt;/strong&gt;&lt;span id=&quot;page945R_mcid4&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 486.074px; top: 373.283px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.968201);&quot; role=&quot;presentation&quot;&gt;&lt;strong&gt;.&lt;/strong&gt; Reading is a complex linguistic and cognitive ability, &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid5&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 393.283px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.991519);&quot; role=&quot;presentation&quot;&gt;acquired through learning. Children of typical development in the &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid6&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 413.283px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.939212);&quot; role=&quot;presentation&quot;&gt;first four years of school completely master the reading skill. Howev&lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid8&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 433.283px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.975212);&quot; role=&quot;presentation&quot;&gt;er, some children may have difficulty learning to read despite their &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid9&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 453.283px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.940408);&quot; role=&quot;presentation&quot;&gt;preserved intellectual abilities and adequate training. The aim of this &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid10&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 473.283px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.960173);&quot; role=&quot;presentation&quot;&gt;paper is to determine the reading ability and to identify reading dis&lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid12&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 493.283px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.941858);&quot; role=&quot;presentation&quot;&gt;order in children of younger school age.&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span id=&quot;page945R_mcid13&quot; class=&quot;markedContent&quot;&gt;&lt;strong&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 522.732px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(1.02738);&quot; role=&quot;presentation&quot;&gt;Methods&lt;/span&gt;&lt;/strong&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid14&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 457.792px; top: 522.732px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.945607);&quot; role=&quot;presentation&quot;&gt;&lt;strong&gt;.&lt;/strong&gt; The sample consisted of 123 students of third, fourth and &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid15&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 542.732px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.945621);&quot; role=&quot;presentation&quot;&gt;fifth grade of elementary school. The three-dimensional reading test&lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid16&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 562.732px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.903531);&quot; role=&quot;presentation&quot;&gt;- the text &amp;ldquo;One Snowy Day&amp;rdquo; was used. Reading speed, reading accura&lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid18&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 582.732px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.920701);&quot; role=&quot;presentation&quot;&gt;cy and reading comprehension were assessed.&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span id=&quot;page945R_mcid19&quot; class=&quot;markedContent&quot;&gt;&lt;strong&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 612.181px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.964007);&quot; role=&quot;presentation&quot;&gt;Results&lt;/span&gt;&lt;/strong&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid20&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 445.692px; top: 612.181px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.973784);&quot; role=&quot;presentation&quot;&gt;&lt;strong&gt;.&lt;/strong&gt; Slow reading was identified in 35.3% of third graders and &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid21&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 632.181px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.942164);&quot; role=&quot;presentation&quot;&gt;22.2% of fourth graders. Deficits in reading accuracy were observed &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid22&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 652.181px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.925099);&quot; role=&quot;presentation&quot;&gt;in 8.8% of third grade students. Delays in the development of reading &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid23&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 672.181px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.983915);&quot; role=&quot;presentation&quot;&gt;comprehension were identified in most of the examined students. &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid24&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 692.181px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.944267);&quot; role=&quot;presentation&quot;&gt;On the whole, our results showed that there is no statistically signifi&lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid26&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 712.181px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.945406);&quot; role=&quot;presentation&quot;&gt;cant difference in reading ability between boys and girls.&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span id=&quot;page945R_mcid27&quot; class=&quot;markedContent&quot;&gt;&lt;strong&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 741.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.994541);&quot; role=&quot;presentation&quot;&gt;Conclusion&lt;/span&gt;&lt;/strong&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid28&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 474.108px; top: 741.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(1.01249);&quot; role=&quot;presentation&quot;&gt;&lt;strong&gt;. &lt;/strong&gt;A significant number of children is late in mastering &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid29&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 761.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.958129);&quot; role=&quot;presentation&quot;&gt;reading skills. Given that reading speed increases significantly with &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid30&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 781.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.940312);&quot; role=&quot;presentation&quot;&gt;age, and the number of errors decreases, we expect that many slow &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid31&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 801.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.926564);&quot; role=&quot;presentation&quot;&gt;readers will reach an appropriate reading speed, and that most of the &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid32&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 821.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.93905);&quot; role=&quot;presentation&quot;&gt;children who showed unexpected number of errors will master accu&lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid34&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 841.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.949219);&quot; role=&quot;presentation&quot;&gt;rate word decoding. Since comprehension deficits were identified in &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid35&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 861.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.965237);&quot; role=&quot;presentation&quot;&gt;the majority of respondents, we conclude that a significant number &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid36&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 881.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.965378);&quot; role=&quot;presentation&quot;&gt;of children did not reach the developmental stage in which reading &lt;/span&gt;&lt;/span&gt;&lt;span id=&quot;page945R_mcid37&quot; class=&quot;markedContent&quot;&gt;&lt;span dir=&quot;ltr&quot; style=&quot;left: 392.126px; top: 901.63px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.923912);&quot; role=&quot;presentation&quot;&gt;becomes a means of learning.&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;