Managing children learning: support-based screening procedure for motor, cognition and language communication in early childhood education

Does the Differences in 6, 7, and 8-Year-Old Children’s Reading and Writing Success has to do With Diligence Rather than Intelligence

“…Two sets measures of reading and writing were selected to measure: The first is reading measures to test children's reading speed, accuracy, comprehension, recognizing, vocalization, and naming (Briggs et al, 2014). The second is writing measures that test children's intellectual ability in defining, describing, identifying, knowing, labelling, listing, matching, outlining, recalling, reproducing, and selecting words (Briggs et al, 2014).…”

“…The second is writing measures that test children's intellectual ability in defining, describing, identifying, knowing, labelling, listing, matching, outlining, recalling, reproducing, and selecting words (Briggs et al, 2014). The measures selected for use in this study have been employed in the learning and reading difficulty literature for diagnostic purposes.…”

“…For children to read and write effectively, they must develop a sophisticated collection of fine, cognitive, and gross motor and language skills (Briggs, Ololube, & Kpolovie, 2014). However, in some cases, children find reading and writing a difficult task because every child is different and learns at a different rate.…”

“…In another vein, researchers (Langer, 1986a,b;Chall & Jacobs, 1983) argued that reading, writing, and intelligence are unconnected given the assumption that complexities in reading and writing are a result of a form of highly restricted cognitive discrepancy, which may not affect children's intelligence quotient (IQ). Briggs et al (2014), Gustafson and Samuelsson (1999), and Scarborough and Parker (2003) criticized this view by arguing that reading and writing difficulties restrict children's intelligence in many cognitive domains (e.g., debate, describing, discussion, reading, knowing, labelling, summarising, translating, and vocabulary).…”

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Abstract:The study is a follow up to a study that was previously conducted by the authors (Briggs, Ololube, & Kpolovie, 2014) on "Managing Children Learning: Support Based Screening Procedure for Motor, Cognition and Language Communication in Early Childhood Education". Limited data are available that describe the relative impact of diligence and intelligence in children's reading and writing skills in sub-Saharan Africa.

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