Lukemis- ja kirjoittamishäiriöinen erityisopetuksessa
This study is concerned with the effects of remedial teaching on the acquisition of reading and spelling skills of dyslexic children. The theoretical frame of reference is that of comprehensive model of school learning adapted by Keeves. The problems of the empirical study were divided as follows: 1) Problems connected with the description of remedial teaching. 2) Problems connected with the effects of remedial teaching. 3) Problems connected with the research model. The research carried out at the primary level of the comprehensive school during the years 1975-79. There were 1574 1st grade pupils who took part in the screening tests. The beginning of autumn term 1975 pupils (2 nd grade, N=117) were studied with regard to the development of their reading and spelling skills for two school years. On the basis of t-tests, discrimination analyses, and covariance ana1yses, it was possible to conclude that the effects of remedial reading and writing instruction in the spring of the third grade were limited to mechanical reading and writing skills. The structural variables of the home environment - support of school attendance, educational intentions directed at the child, biosocial environmental factors, and family socia1 interaction - explained the pupil's level of reading and writing skills clearly less than did variables tied to the pupil's beginning competence. The qualitative features of the special instruction given a dyslexic child, such as the material level and the special teacher’s, teaching skill, explained the level of reading and writing skill better than the quantity of special instruction. ...
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Salokangas, Mari (2012)Työssäni tutkin yläkoululaisten oppilaiden näkemyksiä ja kokemuksia lukemis- ja kirjoittamisvaikeuksista. Tutkimukseni tarkoituksena oli antaa puheenvuoro oppilaille, sillä aiemmat tutkimukset ovat hyvin vähän huomioineet ...
Ammattiopiston äidinkielenopettajien ja opiskelijoiden kokemuksia lukemis- ja kirjoittamisvaikeuksista Saartoala, Päivi (2009)
Virinkoski, Riitta; Lerkkanen, Marja-Kristiina; Holopainen, Leena; Eklund, Kenneth; Aro, Mikko (Springer Netherlands, 2018)The aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and ...
Ketonen, Ritva (Jyväskylän yliopisto, 2010)
Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems : Differences Between LD Types, Genders, and Contexts Aro, Tuija; Eklund, Kenneth; Eloranta, Anna-Kaija; Ahonen, Timo; Rescorla, Leslie (SAGE Publications, 2021)Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data comprised 579 Finnish children (8–15 years) with reading disability (RD-only), ...