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dc.contributor.authorTang, Xin
dc.contributor.authorPakarinen, Eija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorMuotka, Joona
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2019-06-05T09:03:04Z
dc.date.available2019-06-05T09:03:04Z
dc.date.issued2019
dc.identifier.citationTang, X., Pakarinen, E., Lerkkanen, M.-K., Muotka, J., & Nurmi, J.-E. (2019). Longitudinal associations of first-grade teaching with reading in early primary school. <i>Journal of Applied Developmental Psychology</i>, <i>63</i>, 23-32. <a href="https://doi.org/10.1016/j.appdev.2019.05.002" target="_blank">https://doi.org/10.1016/j.appdev.2019.05.002</a>
dc.identifier.otherCONVID_30884427
dc.identifier.otherTUTKAID_81597
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64356
dc.description.abstractThe present study examined the longitudinal associations between first-grade teaching practices and children's reading skills development from Grade 1 to Grade 3. Using the Early Childhood Classroom Observation Measure (ECCOM), the teaching practices of 32 Finnish teachers were observed in Grade 1. Students' (N = 359) word recognition and sentence reading skills were assessed yearly from Grade 1 to Grade 3. The person-oriented analysis identified three profiles of teaching practices in Grade 1: child-centred teaching style, teacher-directed teaching style, and a mixed child-centred and teacher-directed teaching style. Furthermore, the results showed that children whose Grade 1 teachers used the mixed child-centred and teacher-directed style showed faster reading skills development than those who were taught with the teacher-directed style. These findings provided evidence that teachers' use of both child-centred and teacher-directed practices in the first school year promotes the best development of children's reading skills in early school years.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesJournal of Applied Developmental Psychology
dc.rightsCC BY-NC-ND 4.0
dc.subject.otheropetustyylit
dc.subject.otherchild-centred practices
dc.subject.otherteacher-directed practices
dc.subject.otherteaching styles
dc.subject.otherreading skills
dc.subject.otherlongitudinal associations
dc.titleLongitudinal associations of first-grade teaching with reading in early primary school
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201906052951
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-06-05T06:15:12Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange23-32
dc.relation.issn0193-3973
dc.relation.numberinseries0
dc.relation.volume63
dc.type.versionpublishedVersion
dc.rights.copyright© 2019 The Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopetusmenetelmät
dc.subject.ysolukutaito
dc.subject.ysolapsilähtöisyys
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p25973
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.appdev.2019.05.002


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CC BY-NC-ND 4.0
Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0