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dc.contributor.authorHolopainen, Leena K.
dc.contributor.authorKiuru, Noona
dc.contributor.authorMäkiaho, Minna K.
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2019-05-09T09:51:14Z
dc.date.available2019-05-09T09:51:14Z
dc.date.issued2018fi
dc.identifier.citationHolopainen, L. K., Kiuru, N., Mäkiaho, M. K., & Lerkkanen, M.-K. (2018). The role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finland. <em>European Journal of Special Needs Education</em>, 33 (3), 316-333. <a href="https://doi.org/10.1080/08856257.2017.1312798">doi:10.1080/08856257.2017.1312798</a>fi
dc.identifier.otherTUTKAID_73571
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63855
dc.description.abstractPrevious studies show that many students with reading and spelling problems have a lack of progress in reading and spelling skills after years of special education services. The aim of the study is to evaluate the reading and spelling skills of Finnish children in grades 1 and 2 receiving part-time special education from special education teachers for reading and spelling difficulties (RSD) and for RSD with other learning difficulties. In this study, the focus is in the roles of the form and the amount of part-time special education in reading and spelling skills development. Of 152 children involved in the study, 98 received part-time special education for RSD, and 54 did not have RSD and did not receive special education. The results showed that the reading and spelling skills of students with RSD lagged behind age level and that students with overlapping difficulties exhibited even slower development. Small group education and a moderate amount of part-time special education (approximately 38 h per year) predicted faster skill development, whereas individual and a large amount of special education (more than 48 h per year) were related to slower skill development and broader difficultiesfi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley
dc.relation.ispartofseriesEuropean Journal of Special Needs Education
dc.rightsIn Copyright
dc.subject.othererityiskasvatusfi
dc.subject.otherlukeminenfi
dc.subject.otheroikeinkirjoitusfi
dc.subject.otherpart-time special educationfi
dc.subject.otherreadingfi
dc.subject.otherspellingfi
dc.subject.othersupportfi
dc.titleThe role of part-time special education supporting students with reading and spelling difficulties from grade 1 to grade 2 in Finlandfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905092505
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineKasvatuspsykologia
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-09T06:15:14Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange316-333
dc.relation.issn0885-6257
dc.relation.numberinseries3
dc.relation.volume33
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/08856257.2017.1312798


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