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dc.contributor.authorSolheim, Oddny Judith
dc.contributor.authorTorppa, Minna
dc.contributor.authorUppstad, Per Henning
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2020-03-19T06:13:17Z
dc.date.available2020-03-19T06:13:17Z
dc.date.issued2021
dc.identifier.citationSolheim, O. J., Torppa, M., Uppstad, P. H., & Lerkkanen, M.-K. (2021). Screening for Slow Reading Acquisition in Norway and Finland : a Quest for Context Specific Predictors. <i>Scandinavian Journal of Educational Research</i>, <i>65</i>(4), 584-600. <a href="https://doi.org/10.1080/00313831.2020.1739130" target="_blank">https://doi.org/10.1080/00313831.2020.1739130</a>
dc.identifier.otherCONVID_35057708
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/68235
dc.description.abstractEarly identification of children at risk of developing reading difficulties is crucial for effective interventions. While orthographies and educational contexts differ, predictors included in early at-risk screening tend to remain rather homogeneous across countries. In this study, we compared longitudinal prediction patterns of being among the 20 percent lowest performing in reading fluency by the end of Grade 1 in Norway (N = 918) and Finland (N =378). The two countries differ in orthographic consistency (semi-transparent versus transparent), age at school entry and pre-primary education. Letter knowledge, phoneme isolation and rapid automatized naming (RAN) were unique predictors in the Norwegian sample. Predictors in the Finnish sample were gender, phoneme blending, RAN, and reading status. The predictive model identified significantly more Finnish than Norwegian poor readers (46.2% versus 27.9%). The results suggest national screening instruments that are sensitive to educational context and orthography.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherreading difficulties
dc.subject.otherprediction
dc.subject.otherat-risk students
dc.subject.othercross-linguistic comparison
dc.titleScreening for Slow Reading Acquisition in Norway and Finland : a Quest for Context Specific Predictors
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202003192460
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange584-600
dc.relation.issn0031-3831
dc.relation.numberinseries4
dc.relation.volume65
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber292466
dc.relation.grantnumber276239
dc.relation.grantnumber256197/H20
dc.subject.ysolukihäiriöt
dc.subject.ysooikeinkirjoitus
dc.subject.ysovertaileva tutkimus
dc.subject.ysooppimisvaikeudet
dc.subject.ysokielen oppiminen
dc.subject.ysoennusteet
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
jyx.subject.urihttp://www.yso.fi/onto/yso/p9484
jyx.subject.urihttp://www.yso.fi/onto/yso/p1772
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p24061
jyx.subject.urihttp://www.yso.fi/onto/yso/p3297
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/00313831.2020.1739130
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderNorges forskningsrådfi
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
dc.relation.funderThe Research Council of Norwayen
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramAkatemiatutkijan tehtävä, SAfi
jyx.fundingprogramMuutfi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramResearch post as Academy Research Fellow, AoFen
jyx.fundingprogramOthersen
jyx.fundinginformationThis study was supported by grants from the Norwegian Research Council (grant number 256197) and the Academy of Finland (grant number 276239; 292466).


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CC BY-NC-ND 4.0
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