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dc.contributor.authorSilinskas, Gintautas
dc.contributor.authorTorppa, Minna
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2020-01-16T12:04:04Z
dc.date.available2020-01-16T12:04:04Z
dc.date.issued2020
dc.identifier.citationSilinskas, Gintautas; Torppa, Minna; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik (2020). The home literacy model in a highly transparent orthography. School Effectiveness and School Improvement, 31 (1), 80-101. DOI: 10.1080/09243453.2019.1642213
dc.identifier.otherCONVID_32198143
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67332
dc.description.abstractWe investigated the extent to which home literacy activities during the preschool year would predict the development of children’s language and literacy skills in primary school, in a highly transparent Finnish language. Also, the correlates of maternal literacy activities during preschool were examined. Literacy and language skills of 1,880 children (6-year-olds at the baseline) were tested at 5 time points from the beginning of preschool to the end of Year 2; mothers filled in questionnaires at the end of preschool. The results showed that home teaching of reading at preschool age predicted children’s emergent literacy (letter knowledge, word reading fluency) in primary school, while shared reading predicted oral language skills (vocabulary, listening comprehension). Moreover, early letter knowledge was related to both the maternal teaching of reading and shared reading, while maternal beliefs and expectations about their children’s schooling and competence were associated with more frequent engagement in the teaching of reading.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.publisherRoutledge
dc.relation.ispartofseriesSchool Effectiveness and School Improvement
dc.rightsIn Copyright
dc.subject.otherlukutaito
dc.subject.otherlukeminen
dc.subject.otherkirjoitustaito
dc.subject.otherkirjoittaminen
dc.subject.otheropetus
dc.subject.otherkoti
dc.subject.othervanhemmat
dc.subject.otherhome literacy
dc.subject.otherteaching of reading
dc.subject.othershared reading
dc.subject.otherparental beliefs
dc.subject.otherliteracy
dc.titleThe home literacy model in a highly transparent orthography
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001161284
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange80-101
dc.relation.issn0924-3453
dc.relation.numberinseries1
dc.relation.volume31
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber296082
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/09243453.2019.1642213
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundinginformationThis study has been financed by the Academy of Finland under grant number [296082].


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