Search results for "SKIL"
showing 10 items of 1584 documents
Infant brain responses associated with reading-related skills before school and at school age
2011
Summary Introduction In Jyvaskyla Longitudinal Study of Dyslexia, we have investigated neurocognitive processes related to phonology and other risk factors of later reading problems. Here we review studies in which we have investigated whether dyslexic children with familial risk background would show atypical auditory/speech processing at birth, at six months and later before school and at school age as measured by brain event-related potentials (ERPs), and how infant ERPs are related to later pre-reading cognitive skills and literacy outcome. Patients and methods One half of the children came from families with at least one dyslexic parent (the at-risk group), while the other half belonge…
Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine
2014
This longitudinal study compares developmental changes in psychosocial functioning during the transition into school of children with and without dyslexia. In addition, it examines the effects of gender and family risk for dyslexia in terms of the associations between dyslexia and psychosocial functioning. Children's psychosocial functioning (social skills, inattention and externalizing and internalizing problems) was evaluated by their parents at ages 4, 6 and 9, and diagnosis for dyslexia was made at age 8 (in grade 2). The findings indicated that children with dyslexia were already rated as having poorer social skills and being more inattentive than were typical readers before their entr…
A Multidimensional View of Children’s School Readiness
2016
The present longitudinal study explores, on the one hand, the nature and strengths of the relation between cognitive and behavioral self-regulation, and, on the other hand, the impact of early social, cognitive, and self-regulatory skills on later school achievement and social school adjustment. Findings indicate that working memory is the most important predictor of academic achievement in the longitudinal perspective; individual differences in social school adjustment, in contrast, were mainly explained by earlier behavioral self-regulatory skills. Executive functions, however, may additionally help us to understand the developmental mechanisms responsible for the successes and failures o…
The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success.
2011
Abstract This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The participants were 1267 children. The children’s pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children’s school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children’s math and reading skills predicted children’s task-avoidant behaviour re…
Training Reading Skills in Finnish: From Reading Acquisition to Fluency and Comprehension
2016
This chapter outlines the approaches for supporting reading development in Finnish that have been developed on the basis of current knowledge on reading development and reading disabilities in Finnish. We discuss also the challenges that the features of Finnish language and orthography pose for the reader at various points of development. We also describe the means for supporting the acquisition of the earliest milestones in reading development, that are being used widely within the Finnish elementary schools, and that have been based on findings of a large longitudinal research project (Jyvaskyla Longitudinal Study of Dyslexia, JLD). Although the knowledge on the development of reading flu…
Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1
2010
Abstract The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching during kindergarten would be influenced by their socioeconomic status and their own learning difficulties, whereas during Grade 1 by their children's academic performance. A total of 189 mothers and 165 fathers filled in questionnaires regarding their teaching of reading and mathematics twice, once in kindergarten and once in Grade 1. Children's reading and mathematics performance was also examined twice, once in kindergarten and once in Gra…
Mental Images and School Learning: A Longitudinal Study on Children
2019
Recent literature have underlined the connections between children’s reading skills and capacity to create and use mental representations or mental images; furthermore data highlighted the involvement of visuospatial abilities both during math learning and during subsequent developmental phases in performing math tasks. The present research adopted a longitudinal design to assess whether the processes of mental imagery in preschoolers (ages 4–5 years) are predictive of mathematics skills, writing and reading, in the early years of primary school (ages 6–7 years). The research lasted for two school years; in the first phase, the general group of participants consisted of 100 children, and al…
Suspected motor problems and low preference for active play in childhood are associated with physical inactivity and low fitness in adolescence.
2011
Background This prospective longitudinal study investigates whether suspected motor problems and low preference for active play in childhood are associated with physical inactivity and low cardiorespiratory fitness in adolescence. Methodology/Principal Findings The study sample consisted of the Northern Finland Birth Cohort 1986 (NFBC 1986) composed of 5,767 children whose parents responded to a postal inquiry concerning their children's motor skills at age 8 years and who themselves reported their physical activity at age 16 years. Cardiorespiratory fitness was measured with a cycle ergometer test at age 16 years. Odds ratios (OR) and their 95% confidence intervals (95% CI) for the level o…
Lone-Parent Families in Europe
2018
The increase of lone-parent families is a common phenomenon across Europe. Lone parent families have been the focus of extensive research as these families are in a vulnerable position in society. In this chapter we firstly explore the proportion of lone-parent families across the European Union; secondly, the employment patterns of lone parents; and thirdly, we look at the employment rate by education of the lone parent in lone-parent families in the European Union. This study stems from the realization that there is a need to learn more about the situation of lone parents and to characterize their heterogeneity. Low socio-economic status might be connected with low income, work that is lo…
MEG induced activation measures in describing auditory cortex maturation
2015
Kuuloaivokuoren ärsykkeisiin liittyvien neuraalisten oskillaatioiden kehitystä ihmisellä ei vielä täysin tunneta. Tämän tutkimuksen tavoitteena on kuvata auditorisen prosessoinnin kehitystä induced-aktivaation ja phase-locking-arvon avulla. Koehenkilöt olivat 6–13,5-vuotiailta lapsia (N=36) sekä aikuisia (N=11). Koko pään kattavaa magnetoenkefalografiaa (MEG) käytettiin nauhoittamaan aivokuoren aktivaatiota passiivisen kuuntelun tehtävän aikana. Osallistujille esitettiin yksinkertaisia siniääniä (1000 Hz, kesto 50 ms) ärsykkeenä erikseen molempiin korviin. Induced-aktivaatiosta ja phase-locking-arvosta laskettiin aika-taajuuskuvat (time-frequency representation) sekä vasemman että oikean he…