Search results for "sujuvuus"
showing 10 items of 73 documents
Does training in syllable recognition improve reading speed? A computer-based trial with poor readers from second and third grade.
2013
Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized naming. Our results, based on a sample of 150 poor readers of Finnish, showed clear gains in reading speed regarding all trained syllables, but a transfer effect to the word level was evident only in the case of long infrequent syllables. Rapid automatized naming was associated with initial reading speed, but not with the training effect. peerRevi…
Heikkojen lukijoiden suoriutuminen luku- ja kirjoitustaitoa sekä niihin liittyviä taitoja arvioivissa tietokonetehtävissä neljännellä luokalla
2017
Tämän tutkimuksen tarkoituksena oli selvittää heikkojen lukijoiden suoriutumista luku- ja kirjoitustaitoa sekä niihin liittyviä taustataitoja arvioivissa tietokonetehtävissä neljännellä luokalla. Lisäksi selvitettiin mitkä tehtävät toimivat parhaiten lukutaidon arvioimisessa ja mielenkiinnon kohteena oli myös uusien tietokonepohjaisten ja perinteisten kynä-paperitehtävien vertailu. Tutkimuksen aineisto koostui 179 oppilaasta keskisuomalaisten peruskoulujen 4. luokilla. Lapset jaettiin Lukilassen sanalistan lukemistehtävässä suoriutumisen perusteella tavallisesti (N=156) ja heikosti (N=18) lukevien ryhmiin. Osallistujat tekivät 13 luku- ja kirjoitustaitoja sekä niihin liittyviä taustataitoja…
Early prediction of reading trajectories of children with and without reading instruction in kindergarten : a comparison study of Estonia and Finland
2019
Background: The present study examined differences in the prediction of reading development and reading difficulties in Estonia (n = 348) and Finland (n = 344). These neighbouring countries share many similarities in terms of their language, orthography and educational system; however, they differ in the timing of the onset of reading instruction, which is kindergarten in Estonia and Grade 1 in Finland. Methods: Children's skills were assessed three times – fall and spring in Grade 1 and spring in Grade 2. Results: The results showed that school‐entry rapid automatised naming and reading fluency predicted the development of fluency in Grade 2, but reading fluency was a stronger predictor in…
2.-6. luokan hitaiden lukijoiden lukuharrastuneisuus ja kodin antama tuki lasten ja vanhempien arvioimana
2015
TIIVISTELMÄ Helkala, Arja. 2.─6. luokan hitaiden lukijoiden lukuharrastuneisuus ja kodin antama tuki lasten ja vanhempien arvioimana. Erityispedagogiikan pro gradu - tutkielma. Jyväskylän yliopiston kasvatustieteiden laitos, 2015. 103 sivua. Julkaisematon. Tämän tutkimuksen tarkoituksena oli selvittää Niilo Mäki Instituutin Lukumummi ja -vaari-lukutuokioille osallistuneiden 2.─6. luokkalaisten hitaiden lukijoiden lukuharrastuneisuuteen vaikuttavia tekijöitä. Tutkimuksella selvitettiin myös lasten saamaa tukea lukemiseensa vanhemmiltaan. Lisäksi tarkasteltiin lasten ja vanhempien taustatietojen yhteyksiä lasten lukemiseen. Tutkimuksen aineisto kerättiin Niilo Mäki Instituutin työryhmän toime…
Internettekstit argumentoinnin lähteinä: kuudesluokkalaisten heikkojen ja sujuvien lukijoiden argumentointitaidot
2016
Tutkimuksen tarkoituksena oli selvittää kuudesluokkalaisten kirjallisia argumentointitaitoja silloin, kun he etsivät tietoa internetistä ottaakseen kantaa kiistanalaiseen asiaan. Lisäksi tarkasteltiin lukusujuvuuden heijastumista näihin taitoihin. Argumentointitaidot ovat keskeisiä taitoja jo lapsille kehittäen muun muassa ymmärtävää oppimista sekä kriittistä internetlukutaitoa. Tutkimus toteutettiin osana Suomen Akatemian rahoittamaa eSeek-hanketta, ja siihen osallistui 341 kuudesluokkalaista. Tutkimuksen aineisto koostui lukusujuvuutta mittaavien testien tuloksista sekä oppilaiden internetiä jäljittelevässä arviointiympäristössä kirjoittamista argumentoivista sähköpostiviesteistä. Viestei…
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…
Influence of reading skill and word length on fixation-related brain activity in school-aged children during natural reading
2019
Word length is one of the main determinants of eye movements during reading and has been shown to influence slow readers more strongly than typical readers. The influence of word length on reading in individuals with different reading skill levels has been shown in separate eye-tracking and electroencephalography studies. However, the influence of reading difficulty on cortical correlates of word length effect during natural reading is unknown. To investigate how reading skill is related to brain activity during natural reading, we performed an exploratory analysis on our data set from a previous study, where slow reading (N = 27) and typically reading (N = 65) 12-to-13.5-year-old children …
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…
Achievement emotions and arithmetic fluency : Development and parallel processes during the early school years
2023
This study investigated the developmental trajectories and interrelationships of mathematics-related achieve-ment emotions and arithmetic fluency from first to third grade, and the effects of these on third grade mathe-matics performance. Participants were 232 Norwegian students. Students' emotions and arithmetic fluency were measured four times and mathematics performance once. Applying latent growth curve modeling, developmental patterns of decreasing enjoyment and increasing boredom were observed over time. The mean level of enjoyment remained fairly high, and of both boredom and anxiety quite low. Individual differences were observed in both the initial levels and development of all emo…
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 (…