Search results for "lukeminen"
showing 10 items of 366 documents
Mihin suuntaan suomalaisaikuisten lukutaito on matkalla? : PIAAC-tutkimuksen tiedonkeruu käyntiin
2022
Narrating Selves amid Library Shelves : Literary Mediation and Demediation in S. by J. J. Abrams and Doug Dorst
2019
This essay focuses on the various forms of narrating, mediating, and interpreting selves within and around a book object, the novel S. (2013) by J. J. Abrams and Doug Dorst. The novel S. is an experiment in producing a deceivingly realistic replica of a maltreated library book object, but its discursive practices also rely on familiar literary forms, harking back to epistolary commonplaces, as well as to marginalia, both ancient and modern. The book object S., which carries the text of the novel-within-a-novel, the readers' multilayered markings, and paraphernalia, forms an archive dramatizing the workings of memory, thought, and emotion. That archive also demonstrates how the characters co…
GraphoGame SI: the development of a technology-enhanced literacy learning tool for Standard Indonesian
2018
Early intervention programs are generally considered the most efficient and beneficial approach to providing support to struggling beginning readers. This paper discusses the theoretical background, development, and design of, as well as the first results obtained with, GraphoGame for Standard Indonesian, a technology-enhanced learning environment that trains the basic skills of reading by high but playful exposure to grapheme-phoneme coupling. The results of the pilot study assessing the usability of the program in 69 first-graders show that the more the students with low pre-test phonological skills were exposed to the game, the better their post-test performance on reading and decoding f…
Reading, Gender, and Engagement : Lessons From Five PISA Countries
2014
The authors, members of the PISA/PIRLS Task Force, provide a summary of major gender differences in performance found overall on PISA 2009, along with relevant trends since 2000. The five countries represented by the authors are highlighted in this summary, which includes findings related to the interaction of engagement and reading literacy achievement by gender. These data are foregrounded from PISA because they add further evidence of a serious global pattern of boys’ underachievement in reading and lower reading engagement relative to girls. This is followed by a discussion of what each of our five countries has done in response to the gender gap in reading literacy. The article conclud…
Cracking the Code : The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia
2019
Reading is an essential skill in modern societies, yet not all learners necessarily become proficient readers. Theoretical concepts (e.g., the orthographic depth hypothesis; the grain size theory) as well as empirical evidence suggest that certain orthographies are easier to learn than others. The present paper reviews the literature on orthographic transparency, morphological complexity, and syllabic complexity of alphabetic languages. These notions are elaborated to show that differences in reading acquisition reflect fundamental differences in the nature of the phonological recoding and reading strategies developing in response to the specific orthography to be learned. The present paper…
Tukivastemalli (Response to intervention model)
2021
Tukivastemalli on oppimisen ja koulunkäynnin tuen suunnittelua ja toteutusta selkeyttävä toimintatapa, jota voidaan hyödyntää minkä tahansa taidon tukemisessa kolmiportaisen tuen mallin kaikilla portailla. Tukivastemallissa tuen tavoitteiden määrittely ja kohdennettu tukitoimien suunnittelu perustuvat huolelliseen, yksilölliseen alkuarviointiin oppilaan tuen tarpeesta ja ymmärrykseen siitä, mistä oppilaan yksilöllisissä oppimisen pulmissa on kyse. Tuki kohdistetaan siihen kehitysvaiheeseen, jossa oppilas kehityksellisesti on ja niihin osataitoihin, joissa oppilaan kehitys edellyttää tukea. Oppimisen tuen suunnittelun yhteydessä suunnitellaan, miten ja kuinka usein oppimisen edistymistä ja t…
"Eihän tätä ole olemassakaan" : tunnustamattomuus, kirjoittaminen ja kuolema Pirkko Saision teoksissa Pienin yhteinen jaettava, Vastavalo ja Punainen…
2009
Citing as a sourcing practice: students’ citing self-selected online sources in their essays (Las citas como práctica del uso de las fuentes: las cit…
2020
This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the quality of citations identified in the essays, they were evaluated in terms of accuracy and richness of source features. Further, regression analysis was used to examine the effect of topic, grade level and work mode on the number and quality of ci…
Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education
2021
This study investigated why some Finnish students receive part-time special education in Grade 1, duration of that support, and its relation to student reading fluency, reading comprehension, and arithmetic fluency development. The participants included two groups from Grade 1 receiving part-time special education (1–2 years vs. 3–4 years) and a control group comprising the remaining participants from the study. Teachers identified reading and expressive language difficulties as the main reasons for part-time special education in Grade 1. By Grade 4, students who received support until Grade 1 or 2 caught up the level of the control group especially in reading fluency. Students who had rece…
Profiles of school motivation and emotional well-being among adolescents : Associations with math and reading performance
2018
This study examines profiles of school motivation and emotional well-being and their links to academic skills (reading and math) among adolescents (N = 1629) at the end of comprehensive school (age 15–16). Using a person-centered approach (latent profile analysis), five distinct profile groups were identified. Three of the identified groups had a flat profile in motivation and well-being but at different levels. The first group manifested high motivation and well-being (n = 178, 11%); the second group was average in both (n = 1107, 68%); and the third had low motivation and well-being (n = 121, 7%). Two groups had mixed profiles; one group manifested only low motivation (n = 140, 9%) and th…