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dc.contributor.authorTorppa, Minna
dc.contributor.authorNiemi, Pekka
dc.contributor.authorVasalampi, Kati
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorTolvanen, Asko
dc.contributor.authorPoikkeus, Anna-Maija
dc.date.accessioned2020-03-24T06:57:50Z
dc.date.available2020-03-30T21:35:10Z
dc.date.issued2020
dc.identifier.citationTorppa, M., Niemi, P., Vasalampi, K., Lerkkanen, M.-K., Tolvanen, A., & Poikkeus, A.-M. (2020). Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other : A Longitudinal Study Across Grades 1 and 9. <i>Child Development</i>, <i>91</i>(3), 876-900. <a href="https://doi.org/10.1111/cdev.13241" target="_blank">https://doi.org/10.1111/cdev.13241</a>
dc.identifier.otherCONVID_28995363
dc.identifier.otherTUTKAID_81096
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/68293
dc.description.abstractThis study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross‐lagged analysis, a random intercept cross‐lagged panel model was used to identify within‐person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1–3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings of correlations between individuals by showing that reading comprehension improvement, in particular, is predicted by within‐individual increases in book reading.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing, Inc.
dc.relation.ispartofseriesChild Development
dc.rightsIn Copyright
dc.subject.otherlukeminen (toiminta)
dc.subject.otherleisure reading
dc.subject.otherreading skills
dc.titleLeisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other : A Longitudinal Study Across Grades 1 and 9
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202003232492
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2020-03-23T07:15:10Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange876-900
dc.relation.issn0009-3920
dc.relation.numberinseries3
dc.relation.volume91
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Society for Research in Child Development
dc.rights.accesslevelopenAccessfi
dc.subject.ysolukutaito
dc.subject.ysoluetun ymmärtäminen
dc.subject.ysopitkittäistutkimus
dc.subject.ysokouluikäiset
dc.subject.ysolukuharrastus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p20611
jyx.subject.urihttp://www.yso.fi/onto/yso/p14610
jyx.subject.urihttp://www.yso.fi/onto/yso/p6914
jyx.subject.urihttp://www.yso.fi/onto/yso/p27093
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1111/cdev.13241


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