0000000000965285
AUTHOR
Daria Khanolainen
Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9
This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development through Grades 1–9. We examined if parental reading and mathematical difficulties directly predict children’s academic performance and/or if they are mediated by the home learning environment. Mothers (n = 1590) and fathers (n = 1507) reported on their reading and mathematical difficulties as well as on the home environment (shared reading, teaching literacy, and numeracy) when their children were in kindergarten. Tests for reading fluency, reading comprehension, and …
Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties
This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately fo…
Parental influences on the development of single and co-occurring difficulties in reading and arithmetic fluency
This study investigated how single and co-occurring difficulties in reading and arithmetic fluency developed among Finnish children across Grades 1–9 (N = 2151). Latent profile analysis among 391 children who had reading and/or arithmetic fluency difficulties in Grade 9 revealed profiles that followed three distinct patterns: reading difficulties (N = 121), mathematical difficulties (N = 94), and comorbid difficulties (N = 176). The profiles and typical performers were compared on parental reading and mathematical difficulties, parental education, the early home learning environment, and parental assistance with school homework across Grades 1–9. Results showed that although parents whose c…
Indigenous language education in Russia: current issues and challenges
Despite the high number of recognised Indigenous groups who are struggling to maintain their languages, cultures, and identities in Russia, there is little research done on the matters of cultural and linguistic revitalisation. This study sought to address this gap by exploring the views of two Indigenous groups, Karelian and Mari, on the development of their Indigenous languages and educational strategies to protect and revive their languages. The study relied on in-depth one-on-one interviews with 20 participants, ten from each Indigenous group. The findings show that despite older generations’ relative proficiency and interest in their respective Indigenous languages, motivation to maste…
Reading Difficulties Identification : A Comparison of Neural Networks, Linear, and Mixture Models
Purpose We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural networks, linear, and mixture) were compared based on their accuracy in predicting RD. We also examined whether the same or a different set of kindergarten-age factors emerge as the strongest predictors of reading fluency and comprehension difficulties across the models. Method RD were identified in a Finnish sample (N ≈ 2,000) based on Grade 9 difficulties in reading fluency and reading comprehension. The predictors assessed in kindergarten included gender, parental factors (e.…
‘Teachers see nothing’ : exploring students’ and teachers’ perspectives on school bullying with a new arts-based methodology
Even though bullying is a perennial problem, there are still significant gaps in the research. The sensitive nature of the issue prompted us to develop and test a new arts-based method – a set of incomplete, problem-focused comic strips that were given to the participants for creative completion and were subsequently used as individualised interview prompts. The study took place in Russia with 14 teachers and 39 school children. The findings indicated that students and teachers agreed that instances of bullying should not be reported. However, there is a significant difference in how bullying is perceived by teachers and students. The majority of teachers indicated either seeing no bullying…
Supplemental Material, Participant_instructions_for_the_Graphic_Vignettes - School Bullying Through Graphic Vignettes: Developing a New Arts-Based Method to Study a Sensitive Topic
Supplemental Material, Participant_instructions_for_the_Graphic_Vignettes for School Bullying Through Graphic Vignettes: Developing a New Arts-Based Method to Study a Sensitive Topic by Daria Khanolainen and Elena Semenova in International Journal of Qualitative Methods
Indigenous education in Russia : opportunities for healing and revival of the Mari and Karelian Indigenous groups?
Despite being a multicultural country throughout its history, the Russian Federation has long struggled to embrace its diversity. As a result, the country’s many cultural, religious, and ethnic minority groups have been going through waves of assimilationist policies and practices. Assimilation into the Russian society enforced through formal schooling, daily life, and mass media has led to a destruction of Indigenous lifestyles, cultures, identities, and languages. This article explores the views of Russia’s Indigenous people regarding the country’s education system and its ability to support the cultural revival of Indigenous groups as well as the healing of the trauma that emerged from h…
School Bullying Through Graphic Vignettes : Developing a New Arts-Based Method to Study a Sensitive Topic
The purpose of this study was to develop a new arts-based measure assessing school bullying and to test it within a pilot study involving 19 schoolchildren (mean age = 15.4; range = 1.00). The researchers designed the new methodological tool (referred to as graphic vignettes) as a set of incomplete comic strips, which participants were asked to complete in a creative way. Researchers then invited participants to engage in follow-up interviews using completed comic strips as individualized interview prompts. The authors detail the design and administration of the graphic vignettes and discuss their efficacy, limitations, and potential applications. The researchers argue that studies on sensi…
Indigenous language education in Russia: current issues and challenges
Despite the high number of recognised Indigenous groups who are struggling to maintain their languages, cultures, and identities in Russia, there is little research done on the matters of cultural and linguistic revitalisation. This study sought to address this gap by exploring the views of two Indigenous groups, Karelian and Mari, on the development of their Indigenous languages and educational strategies to protect and revive their languages. The study relied on in-depth one-on-one interviews with 20 participants, ten from each Indigenous group. The findings show that despite older generations’ relative proficiency and interest in their respective Indigenous languages, motivation to maste…
Self and others in school bullying and cyberbullying : Fine-tuning a new arts-based method to study sensitive topics
Despite continuous international research and prevention efforts, bullying not only persists globally but also evolves into new forms, such as cyberbullying. In this methodological article, we present a new arts-based research tool, graphic vignettes, that can extend our understanding of peer aggression and other sensitive topics by facilitating participants’ creative reflection over the roles of self and others in different problem-based situations. Each graphic vignette, designed for this study, looks like an incomplete comic strip that participants individually develop further. Flexible and open to interpretation vignettes were used in combination with more restrictive/structured vignett…
Intergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?
By investigating children whose parents have dyslexia, family risk (FR) studies are expanding our understanding of the intergenerational transmission of dyslexia. These studies, however, vary in their identification of FR, and how the use of different identification methods influences research findings and conclusions is yet to be systematically investigated. This study aims to evaluate the association between two FR identification methods—parental self-reports and direct skill assessments—and their unique contributions in the prediction of children's reading. The study employed two datasets: a prospective FR sample (half of the parents in the sample had dyslexia and the remaining half did …
Supplemental Material, Appendix_1_-_Vignettes_1-4_(English_translation) - School Bullying Through Graphic Vignettes: Developing a New Arts-Based Method to Study a Sensitive Topic
Supplemental Material, Appendix_1_-_Vignettes_1-4_(English_translation) for School Bullying Through Graphic Vignettes: Developing a New Arts-Based Method to Study a Sensitive Topic by Daria Khanolainen and Elena Semenova in International Journal of Qualitative Methods