Search results for "luetun ymmärtäminen"
showing 10 items of 67 documents
A mobile game as a support tool for children with severe difficulties in reading and spelling
2020
We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter-sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spring of first grade, the children trained with tablet computers which they could carry with them during the six-week intervention. The average exposure time to training was 5 hr 44 min. The results revealed no differences in the development of reading …
Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference
2020
AbstractOne of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in reading development has increasingly been documented. Regrettably, there is scant evidence on whether differences between genders (favouring girls) have their roots in pre-reading skills or whether determining mechanisms are related to factors to do with schooling. We examined the extent to which pre-reading skills assessed in Kindergarten (age 6) predict reading comprehension in Grade 9 (age 15) and, whether the gender difference in reading comprehension can be explained by gender differences in the Kindergarten pre-r…
How Are Practice and Performance Related? Development of Reading From Age 5 to 15
2021
Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension throughout childhood using autocorrelations. Print exposure was operationalized as children’s amount of independent reading for pleasure. Two hundred children were followed from age 5 to age 15. Print exposure was assessed at ages 5, 7, 8, 9, and 13. Prereading skills were tested at age 5 and reading skills at ages 7, 8, 9, 14, and 15 (the latter with t…
Reading outcomes of children with delayed early vocabulary: A follow-up from age 2-16.
2018
Abstract Background Delays in expressive vocabulary have been associated with lower outcomes in reading. Aim The aim is to conduct a long-term follow-up study to investigate if early expressive vocabulary delay (late talking) predicts reading development in participants age 16 and under. We examine further if the prediction is different in the presence of family risk for dyslexia (FR) and early receptive vocabulary delay. Methods Expressive and receptive vocabulary skills were assessed at the age of 2–2.5 years, and reading skills in Grades 2, 3, 8 and 9 (age 8–16). The longitudinal sample consisted of 200 Finnish-speaking children, of which 108 had FR for dyslexia and 92 came from families…
Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification.
2021
This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample (N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, reading difficulties), and gender. Four different profiles of reading fluency and reading comprehension development were identified using latent profile analysis. These comprised one profile with persistent reading difficulties across the grades, one…
Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-bei…
2019
This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) poor readers with both fluency and reading comprehension difficulties (n = 46, 3.5%), (2) slow readers with only fluency difficulties (n = 70, 5.3%), and (3) poor comprehenders with only reading comprehension difficulties (…
Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator.
2021
This study aimed to gain better understanding of the associations between literacy activities at home and long-term language and literacy development. We extended the home literacy environment (HLE) model of Sénéchal and LeFevre (Child Development [2002], Vol. 73, pp. 445–460) by including repeated assessments of shared reading, oral language, and reading comprehension development, including examination of familial risk for dyslexia as a moderator, and following development over time from ages 2 to 15 years. Of the 198 Finnish participants, 106 have familial risk for dyslexia due to parental dyslexia. Our path models include development in vocabulary (2–5.5 years), emerging literacy (5.5 ye…
Oppimistyylit puntarissa : erityispedagogiikan opiskelijoiden oppimistyylit, opettaminen ja oppimistyylien yhteys lukemiseen
2008
Reading Difficulties Identification : A Comparison of Neural Networks, Linear, and Mixture Models
2022
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.…