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Underachievement at school relative to potential : links between reasoning, phonological decoding, short-term memory, and complex grammar
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Badger, Julia, Howarth, Benjamin C., Svirko, Elena and Mellanby, Jane (2022) Underachievement at school relative to potential : links between reasoning, phonological decoding, short-term memory, and complex grammar. Educational Psychology, 42 (8). pp. 952-971. doi:10.1080/01443410.2022.2115978 ISSN 0144-3410.
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Official URL: https://doi.org/10.1080/01443410.2022.2115978
Abstract
Around 6% of U.K. children are underachieving at school relative to their potential (URP). We explored whether difficulties with phonological decoding, short-term memory (STM), and complex grammar may be responsible. We compared school-based reading test data or formal SATs, and verbal reasoning in 2462 children (150 URP and 2312 non-URP children) and administered a 7-min follow-up test to a matched subgroup of 106 URP and 106 non-URP children. Thirty-three of our original 150 URP children (22%) scored in the top 10% nationally for verbal reasoning, compared with 46 of our 2312 non-URP children (2%). Phonological decoding, STM, and complex grammar acquisition made independent URP contributions in children aged 7–9; in ages 10–12, only phonological decoding contributed. URP children were more likely to show multiple difficulties. The 7-min test enables school staff to quickly identify areas for targeted support. Some URP children not previously detected as capable may be encouraged to take up and succeed in further education.
Item Type: | Journal Article | ||||||
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Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LC Special aspects of education |
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Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||||
Library of Congress Subject Headings (LCSH): | Underachievement -- Great Britain, Academic achievement -- Great Britain, Phonological awareness in children -- Great Britain, Short-term memory in children -- Great Britain | ||||||
Journal or Publication Title: | Educational Psychology | ||||||
Publisher: | Routledge | ||||||
ISSN: | 0144-3410 | ||||||
Official Date: | 17 October 2022 | ||||||
Dates: |
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Volume: | 42 | ||||||
Number: | 8 | ||||||
Page Range: | pp. 952-971 | ||||||
DOI: | 10.1080/01443410.2022.2115978 | ||||||
Status: | Peer Reviewed | ||||||
Publication Status: | Published | ||||||
Access rights to Published version: | Open Access (Creative Commons) | ||||||
Date of first compliant deposit: | 14 February 2023 | ||||||
Date of first compliant Open Access: | 14 February 2023 | ||||||
RIOXX Funder/Project Grant: |
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