Conditions of Psychological Readiness of Pupils to Corrections in Cognitive Areas (Based on Reading)

We present a comparative study of the conditions of formation of readiness for classes in students with high and low levels of a given cognitive skill (based on the reading actions). We compared conditions associated, on the one hand, with the child's understanding that his actions are not optimal, and with the work in the zone of proximal development, on the other, with the work in the area of actual skill development and child's satisfaction of the actions result. We assumed optimality of the second type conditions for the group that needs correction. The subjects were 164 III grade student of Moscow secondary schools. The study included two types of classes and psychological readiness evaluation. The results showed that the conditions associated with the work in the area of actual development of skill and providing a positive emotional response to the child's relation to the product of their own actions, are significantly more optimal for correctional groups at a significance level of p <0,05. For a group of students with a high level of skill significant differences were not found. Thus, we showed the specificity of the conditions of readiness in the correction and describe the tasks, where the work in the area of actual development is the most optimal.

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