Socioeconomic and cultural factors of low scholastic achievement of Roma children

Bíró, Miklós; Smederevac, Snežana; Tovilović, Snežana

doi:10.2298/psi0903273b

Cited by 21 publications

(21 citation statements)

References 18 publications

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“…For the Roma group, there are only two concurrent Serbian studies; one focuses on vocabulary development, while the other targets reading comprehension. The first study showed a large difference in vocabulary levels between Roma children and their non‐Roma peers (0.85 standard deviation units [Biro, Smederevac, & Tovilovic, ]). The second study showed a large difference between Roma children and their peers on a national test measuring reading comprehension (1.2 standard deviation units [Baucal, ]).…”

Section: Previous Studies Of Vocabulary and Reading Comprehension In mentioning

confidence: 99%

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

Lervåg

Dolean

Ţincaş³

et al. 2019

Developmental Science

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Few studies have examined how socioeconomic status (SES) affects two essential parts of human development, namely vocabulary and reading comprehension, in children facing severe poverty. The Roma population is the largest minority group in Europe, the majority of whom live in severe poverty. This study compared the development of 322 Roma children with the development of 178 non‐Roma children, between the ages of 7 and 10 years, living in Romania. The Roma children had poorer initial vocabulary and reading comprehension skills as well as slower growth rates for both compared to the non‐Roma children. Importantly, SES had a direct influence on growth in both reading comprehension and vocabulary. The effect of SES was partly mediated by school absence and nonverbal IQ. This is a powerful finding since it suggests that poverty may have detrimental effects not only on reading but also on the development of verbal abilities.

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Section: Previous Studies Of Vocabulary and Reading Comprehension In mentioning

confidence: 99%

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

Lervåg

Dolean

Ţincaş³

et al. 2019

Developmental Science

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show abstract

“…It is important to note that almost all of the studies concerning the relationship between SES and EF were conducted in developed countries (e.g., Noble et al, 2005; Farah et al, 2006; Biro et al, 2009). Noble et al (2007) suggest that it is important to investigate if these results could be generalized to other cultures in which there is more heterogeneity in the distribution of SES across the population.…”

Section: Introductionmentioning

confidence: 99%

Do general intellectual functioning and socioeconomic status account for performance on the Children's Gambling Task?

Mata¹,

Sallum²,

Miranda³

et al. 2013

Front. Neurosci.

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Studies that use the Iowa Gambling Task (IGT) and its age-appropriate versions as indices of affective decision-making during childhood and adolescence have demonstrated significant individual differences in scores. Our study investigated the association between general intellectual functioning and socioeconomic status (SES) and its effect on the development of affective decision-making in preschoolers by using a computerized version of the Children's Gambling Task (CGT). We administered the CGT and the Columbia Mental Maturity Scale (CMMS) to 137 Brazilian children between the ages of 3 and 5 years old to assess their general intellectual functioning. We also used the Brazilian Criterion of Economic Classification (CCEB) to assess their SES. Age differences between 3- and 4-years-old, but not between 4- and 5-years-old, confirmed the results obtained by Kerr and Zelazo (2004), indicating the rapid development of affective decision-making during the preschool period. Both 4- and 5-years-old performed significantly above chance on blocks 3, 4, and 5 of the CGT, whereas 3-years-old mean scores did not differ from chance. We found that general intellectual functioning was not related to affective decision-making. On the other hand, our findings showed that children with high SES performed better on the last block of the CGT in comparison to children with low SES, which indicates that children from the former group seem more likely to use the information about the gain/loss aspects of the decks to efficiently choose cards from the advantageous deck throughout the task.

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“…Evidence also shows that deprived environments, in which the poorest children grow, affect the achievement on different cognitive tests and therefore have a negative impact on academic achievement, which in turn can "trigger" dropout (Baucal, 2006;Biro, Smederevac & Tovilović, 2009;. Hence, dropout prevention has an important influence on various social outcomes, from poverty reduction to the better social cohesion and health issues (Nacionalni prosvetni savet, 2015;OECD, 2010;Stiglitz, 2012;Wilkinson & Picketi, 2010).…”

Section: Measures In the Dropout Prevention Model Dpm In Serbian Scmentioning

confidence: 99%

Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

Jovanovic¹,

Markovic-Cekic²,

Jokic³

et al. 2017

Psihol istra

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The purpose of this paper was to evaluate the effectiveness of individualised support measures within the Dropout Prevention Model (DPM) after two years of implementation in 10 pilot schools in the seven most vulnerable municipalities in Serbia. The core activities within the DPM identification of students at risk of dropping out were the calculation of the Risk Index (RI) for each of them, and the development of the Individual Plans for Dropout Prevention (IPDPs) as a tool for sustainable planning and provision of support to at-risk students. The sample consisted of 450 students with IPDPs from the pool of 5,884 students with the calculated RI. The evaluation of individualised support measures was conducted through quasi-experimental design at different time points, a qualitative analysis of structural aspects of IPDPs and the examination of the relationship of categories of measures and risk factors, RI and key indicators. Results demonstrate desirable effects of the individualised measures on the prevention of dropout. The Instrument for identification of students at risk of dropout showed high sensitivity for students at very high dropout risk. Only 5% of the students at very high dropout risk for whom IPDPs were developed dropped out of school after two years of implementation of the DPM. Further analysis of the correspondence between the types of support in IPDPs showed a good adjustment to the types of 1 The DPM has been developed during the UNICEF/Centre for Education Policy project "Combating early school leaving in Serbia through effective dropout prevention and intervention measures at the school level".

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Socioeconomic and cultural factors of low scholastic achievement of Roma children

Cited by 21 publications

References 18 publications

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

Do general intellectual functioning and socioeconomic status account for performance on the Children's Gambling Task?

Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

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