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FAKTOR-FAKTOR KOGNITIF YANG MEMPENGARUHI KEMAMPUAN MEMBACA ANAK-ANAK KELAS 1 DAN 2 SEKOLAH DASAR
ABSTRACTThis study examined the effect of the cognitive factors toward children’s reading ability on children using structural equation modeling. The correlations between visual perception, phonological awareness, semantic knowledge, working memory, short-term memory, and metacognition measures with reading performance were examined for first and second grade students of elementary schools. The important result of this study was that 59,6% of reading ability on the first and second grade students of elementary schools constituted the functions of cognitive factors. The cognitive factors such as short-term memory, working memory, semantic knowledge, and metacognition had both direct and indirect impact toward reading ability. The most influencing factors were semantic knowledge and working memory, respectively. The cognitive factor that directly influenced reading ability was metacognitive, and the cognitive factors that indirectly influenced reading ability were visual perception and phonological awareness. The results of this study also supported the previous research that working memory also influenced the other cognitive factors which were related to reading process. Working memory was found correlated to short-term memory. This finding showed that reading speed was correlated with reading comprehension.