Early detection of learning difficulties using the BADyG-E2r Battery during primary education
Ignasi Navarro Soria1, José Manuel García Fernández2, Cándido J Inglés Saura3
1Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain. ignasi.navarro@ua.es.
Summary
Cognitive skills like verbal and numerical reasoning, and verbal syllogisms, significantly predict academic success in primary education language and math. These findings highlight key predictors for student achievement.
Area of Science:
- Educational Psychology
- Cognitive Science
Background:
- Academic success in primary education is crucial for future learning.
- Identifying key cognitive predictors can inform educational interventions.
- Instrumental disciplines like Mathematics and Language are foundational.
Purpose of the Study:
- To evaluate the predictive power of cognitive skills on academic achievement.
- To assess the relationship between cognitive abilities and performance in Mathematics and Language.
- To understand which cognitive skills best predict success in primary education.
Main Methods:
- A psychometric battery, the Differential and General Skills Battery (BADyG-E2r), was administered.
- The study involved 512 3rd-year primary education students from randomly selected public schools in Alicante, Spain.
- Academic progress was tracked until the end of primary education.
Main Results:
- High scores in Verbal Reasoning, Numerical Reasoning, and Verbal Syllogisms positively predicted academic success.
- These cognitive skills significantly correlated with performance in Language and Mathematics.
- The predictive capacity of these skills was demonstrated over the course of primary education.
Conclusions:
- Verbal and Numerical Reasoning are key cognitive skills for predicting academic success in primary education.
- Targeting these cognitive abilities may enhance student performance in foundational subjects.
- The BADyG-E2r effectively measures cognitive skills relevant to academic outcomes.
