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dc.contributor.authorPakarinen, Eija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorRasku-Puttonen, Helena
dc.contributor.authorEskelä-Haapanen, Sirpa
dc.contributor.authorSiekkinen, Martti
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2019-05-08T07:07:11Z
dc.date.available2019-05-08T07:07:11Z
dc.date.issued2017
dc.identifier.citationPakarinen, E., Lerkkanen, M.-K., Poikkeus, A.-M., Rasku-Puttonen, H., Eskelä-Haapanen, S., Siekkinen, M., & Nurmi, J.-E. (2017). Associations among Teacher-Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1. <i>Early Education and Development</i>, <i>28</i>(7), 858-879. <a href="https://doi.org/10.1080/10409289.2017.1289768" target="_blank">https://doi.org/10.1080/10409289.2017.1289768</a>
dc.identifier.otherCONVID_26568385
dc.identifier.otherTUTKAID_73091
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63788
dc.description.abstractResearch Findings: The purpose of the present study was to examine the extent to which the quality of teacher–child interactions and teachers’ self-reported curriculum emphases are related to children’s reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M age = 85.77 months) twice during Grade 1, and the children’s teachers (n = 91) completed questionnaires concerning their literacy-related curriculum emphases. In addition, teacher–child interactions in terms of emotional support, classroom organization, and instructional support were observed in 29 classrooms. The results of multilevel modeling showed that a high global quality of teacher–child interactions was positively associated with improved children’s reading skills at the end of Grade 1. In addition, a teacher emphasis on comprehension and production skills was related to better reading skills via teacher–child interactions. Domain-specific analyses revealed that emotional support and classroom organization in particular were related to better reading skills. Practice or Policy: The present study adds to previous research by showing that children had better reading skills at the end of their 1st school year in classrooms in which the teachers were warm, responsive, and sensitive to children’s needs and provided well-planned activities, clear rules, and expectations for behavior.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEarly Education and Development
dc.rightsIn Copyright
dc.subject.otherchildren
dc.subject.othercurriculum
dc.subject.otherreading skills
dc.titleAssociations among Teacher-Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905082451
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-08T06:15:35Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange858-879
dc.relation.issn1040-9289
dc.relation.numberinseries7
dc.relation.volume28
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Routledge
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysovuorovaikutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/10409289.2017.1289768


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