6533b7d0fe1ef96bd125a33d

RESEARCH PRODUCT

Longitudinal Associations of First-grade Teaching with Reading in Early Primary School

Jari-erik NurmiXin TangXin TangMarja-kristiina LerkkanenJoona MuotkaEija Pakarinen

subject

media_common.quotation_subjectlapsilähtöisyyseducationchild-centred practicesbehavioral disciplines and activitiesDevelopmental psychologyStyle (sociolinguistics)Reading (process)Developmental and Educational Psychologylongitudinal associationsSentence reading0501 psychology and cognitive sciencesmedia_commonEarly childhood classroom4. Education05 social sciences050301 educationteacher-directed practicesteaching styleslukutaitoWord recognitionopetustyylitopetusmenetelmätreading skills516 Educational sciencesPsychology0503 educationReading skills050104 developmental & child psychology

description

The present study examined the longitudinal associations between first-grade teaching practices and children's reading skills development from Grade 1 to Grade 3. Using the Early Childhood Classroom Observation Measure (ECCOM), the teaching practices of 32 Finnish teachers were observed in Grade 1. Students' (N = 359) word recognition and sentence reading skills were assessed yearly from Grade 1 to Grade 3. The person-oriented analysis identified three profiles of teaching practices in Grade 1: child-centred teaching style, teacher-directed teaching style, and a mixed child-centred and teacher-directed teaching style. Furthermore, the results showed that children whose Grade 1 teachers used the mixed child-centred and teacher-directed style showed faster reading skills development than those who were taught with the teacher-directed style. These findings provided evidence that teachers' use of both child-centred and teacher-directed practices in the first school year promotes the best development of children's reading skills in early school years. Peer reviewed

yearjournalcountryeditionlanguage
2019-07-01
10.1016/j.appdev.2019.05.002http://hdl.handle.net/10138/304258