6533b855fe1ef96bd12b0855

RESEARCH PRODUCT

The Predictors of Literacy Skills among Monolingual and Bilingual Finnish–Swedish Children During First Grade

Paula SalmiJari WesterholmMarja-kristiina LerkkanenPia VatajaAnn-katrine RisbergMikko Aro

subject

tospråklighetLiteracy skillmedia_common.quotation_subjectlapset (ikäryhmät)literacy:Humaniora: 000 [VDP]äidinkieliPredictor variablesoikeinkirjoituslukeminenlesing og stavingSpellingyksikielisyysfonologinen tietoisuusEducationDevelopmental psychologylesevitenskapReading (process)lukutaitoennustettavuuskaksikielisyyskaksikieliset koulutlukihäiriötPsychologymedia_common

description

The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish–Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN), word recognition, reading fluency, and spelling. The results showed that RAN was the most significant predictor of reading and spelling skills in both language groups, and monolingual children performed significantly better in RAN. Moreover, letter knowledge predicted reading and spelling skills in both groups. However, no significant differences between language groups in reading and spelling skills were observed. The results emphasize the importance of interpreting the pre-literacy screening, especially with bilingual children. peerReviewed

yearjournalcountryeditionlanguage
2021-07-01Scandinavian Journal of Educational Research
https://doi.org/10.1080/00313831.2021.1942191