Search results for "READING"
showing 10 items of 1521 documents
Teachers adapt their instruction according to students’ academic performance
2012
This study examined the extent to which a student’s academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in a questionnaire on five successive days on the active instruction they have given a particular student. The results showed that the poorer the performance in reading a student showed in fall, the more active instruction teachers reported giving a student in spring. Moreover, the poorer the performance in mathematics a student showed in fall, the mo…
Graphemic complexity and multiple print-to-sound associations in visual word recognition
2005
Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands It has recently been reported that words containing a multiletter grapheme are processed slower than are words composed of single-letter graphemes (Rastle & Coltheart, 1998; Rey, Jacobs, Schmidt-Weigand, & Ziegler, 1998). In the present study, using a perceptual identification task, we found in Experiment 1 that this graphemic complexity effect can be observed while controlling for multiple print-to-sound associations, indexed by regularity or consistency. In Experiment 2, we obtained cumulative effects of graphemic complexity and regularity. These effects were replicated in Experiment 3 in a naming task. Overall, these r…
Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1
2017
The aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and phonological skills). Further, we investigated to what extent teachers were able to identify difficulties in pre-reading skills of the children with the lowest achievement scores. The accuracy of teacher ratings of students' pre-reading skills was studied by comparing teacher ratings to actual test scores. The data from two Finnish longitudinal studies were used: JLD sample (class teachers, n = 91; SEN teachers, n = 51; 200 students) and First Steps sample (class teachers, n …
Reading and Writing Skills in Adolescents With Autism Spectrum Disorder Without Intellectual Disability.
2021
The purpose of this study is to extend the knowledge about academic achievement in individuals with autism spectrum disorder (ASD). To this end, first, we analyzed differences in a wide range of reading and writing skills in adolescents with ASD without intellectual disability (ASD-WID) and adolescents with typical development (TD). Second, these two groups were compared on academic outcomes in core subjects and indicators of successful transition to secondary school. Third, the potential contribution of literacy skills to academic outcomes was examined in the two groups. Participants were 56 adolescents between 12 and 14 years old, 30 with ASD-WID and 26 with TD. Results showed no signific…
Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and home…
2017
The present study examined gender gap in Program for International Student Assessment (PISA) Reading and mediators of the gender gap in a Finnish sample (n = 1,309). We examined whether the gender gap in PISA Reading performance can be understood via the effects of reading fluency, achievement behaviour (mastery orientation and task-avoidant behaviour) or the amount of time spent with leisure reading and homework. Girls outperformed boys in all measures except for achievement behaviour. The models explaining PISA Reading were not different: For boys and girls, reading fluency, mastery orientation, leisure book reading and homework explained the variance in PISA Reading scores. The gender ef…
Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary education
2008
Abstract The main aim of this study was to find out what kind of factor model of written language skills could be created on the basis of tests of reading accuracy and fluency, spelling and reading comprehension, and how the written language skills factor and school achievement predict choice of secondary education and what effects gender, special education support and socio-economic background have on this prediction. Altogether 1700 students were assessed with two word-level reading tests and word- and pseudo-word-spelling tests and by a reading comprehension test. Remaining data were elicited with a questionnaire. The findings showed that a latent written language skills factor could be …
The role of achievement strategies on literacy acquisition across languages
2011
Abstract We examined the importance of children’s achievement strategies in different literacy outcomes in three languages varying in orthographic consistency: Chinese, English, and Greek. Eighty Chinese-speaking Taiwanese children, 51 English-speaking Canadian children and 70 Greek children were assessed on measures of phonological awareness, rapid automatized naming, reading fluency, and spelling. The children’s use of a task-focused versus task-avoidant achievement strategy in the classroom context was rated by their teachers. The results indicated that the teacher-rated task-focused behavior was a significant predictor of spelling and to a lesser extent of reading fluency and that its e…
Secondary Students’ Sensory Preferences and Their Influence on Science Academic Achievement
2021
Evidence has been found that some students seem to have learning obstacles associated with particular sensory preferences when dealing with instructional materials. Therefore, knowing students’ sensory preferences could help teachers improve instructional resources. Our objectives were: (1) to describe Secondary students’ sensory preferences according to gender and age; (2) to analyse the possible association between students’ sensory preferences and their general academic achievement in science. We conducted a synchronic, cross-sectional descriptive study in a sample of 582 male and female students from 7th to 11th grade using the VARK questionnaire. There was a significant predominance of…
Exploring the Secret of Finnish Reading Literacy Achievement
1993
Abstract The article describes and analyzes the main findings of the International Association for the Evaluation of Educational Achievement (IEA) Reading Literacy Study in Finland. The initial analyses indicate that in the international comparison the Finnish students had the highest literacy levels at both 9 and 14 years of age among the 31 participating nations. Possible explanations for the high scores are suggested and discussed from both Nordic and national points of view. In order to relate the reading performance not only internationally but also to the previous assessments, the results on some subtests are compared with the corresponding tests in the 1970 IEA reading comprehension …
The role of parents' and teachers' beliefs in children's self-concept development
2016
This study examined to what extent parents' and teachers' beliefs about children's abilities predict children's self-concept of math and reading ability development during the first grade, and whether these predictions depend on the child's gender and level of performance. One hundred fifty-two children and their parents and teachers were followed across first grade. The results showed, first, that the associations between teachers' beliefs and children's subsequent self-concept of ability depended on the level of the children's performance. Among high-performers, the higher the teachers' beliefs about their students' abilities in reading or in math, the higher the subsequent level of self-…