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dc.contributor.authorTorppa, Minna
dc.contributor.authorSoodla, Piret
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorKikas, Eve
dc.date.accessioned2019-05-22T08:04:49Z
dc.date.available2021-03-21T22:35:09Z
dc.date.issued2019
dc.identifier.citationTorppa, M., Soodla, P., Lerkkanen, M.-K., & Kikas, E. (2019). Early prediction of reading trajectories of children with and without reading instruction in kindergarten : a comparison study of Estonia and Finland. <i>Journal of Research in Reading</i>, <i>42</i>(2), 389-410. <a href="https://doi.org/10.1111/1467-9817.12274" target="_blank">https://doi.org/10.1111/1467-9817.12274</a>
dc.identifier.otherCONVID_28981580
dc.identifier.otherTUTKAID_81020
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64099
dc.description.abstractBackground: 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 Estonia than in Finland. In addition, school‐entry reading fluency was the strongest predictor of reading comprehension in Grade 2. Furthermore, listening comprehension was a stronger predictor of reading comprehension in the Finnish sample than in the Estonian sample. Finally, high‐risk children were identified based on their slow reading and rapid automatised naming at school entry. In Estonia, the reading development of high‐risk children was declining compared to their peers, while the Finnish high‐risk children were catching up with their peers. The high‐risk children in the Finnish sample also had reading difficulties less often than the Estonian sample. Conclusions: The findings suggest that the skills at school entry are stronger predictors of reading development in Estonia than in Finland. The reasons for this could be the earlier onset of reading instruction in kindergarten in the Estonian sample or differences in reading instruction practices between Estonian and Finnish schools.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing Ltd.
dc.relation.ispartofseriesJournal of Research in Reading
dc.rightsIn Copyright
dc.subject.otherViro
dc.subject.otherSuomi
dc.subject.otherEstonia
dc.subject.otherFinland
dc.titleEarly prediction of reading trajectories of children with and without reading instruction in kindergarten : a comparison study of Estonia and Finland
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905082446
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-08T06:15:25Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange389-410
dc.relation.issn0141-0423
dc.relation.numberinseries2
dc.relation.volume42
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 UKLA
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber313768
dc.relation.grantnumber284439
dc.relation.grantnumber276239
dc.relation.grantnumber292466
dc.subject.ysosujuvuus
dc.subject.ysoalakoululaiset
dc.subject.ysolukutaito
dc.subject.ysoesiopetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p21865
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p20272
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1111/1467-9817.12274
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramAkatemiatutkijan tutkimuskulut, SAfi
jyx.fundingprogramAkatemiatutkijan tutkimuskulut, SAfi
jyx.fundingprogramAkatemiatutkija, SAfi
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramResearch costs of Academy Research Fellow, AoFen
jyx.fundingprogramResearch costs of Academy Research Fellow, AoFen
jyx.fundingprogramAcademy Research Fellow, AoFen
jyx.fundingprogramResearch profiles, AoFen
jyx.fundinginformationEstonian Ministry of Education and Research. Grant Number: IUT3‐3; Academy of Finland. Grant Numbers: 292466, 263891, 313768, 284439, 276239
dc.type.okmA1


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