Everyday stress and reading precision in children of primary education
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Abstract
The aim of this study is to analyze if accuracy reading is modified by quotidian stressors variables, in students who start Elementary Education. In this transversal study, accuracy reading processes and daily stress, were studied in a group of 111 students of Elementary Education from two different schools, a private/state-subsidised school and a state one. The design is transversal. Accuracy and daily stress are assemented. After variance analysis, results indicated significant differences in accuracy reading with respect to school stress. The importance of daily stress was highlighted in first course of obligatory education.
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