Show simple item record

dc.contributor.authorManu, Mari
dc.contributor.authorTorppa, Minna
dc.contributor.authorEklund, Kenneth
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorNiemi, Pekka
dc.date.accessioned2020-09-11T09:04:16Z
dc.date.available2020-09-11T09:04:16Z
dc.date.issued2021
dc.identifier.citationManu, Mari; Torppa, Minna; Eklund, Kenneth; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka (2021). Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference. Reading and Writing, 34 (3), 753-771. DOI: 10.1007/s11145-020-10090-w
dc.identifier.otherCONVID_41989119
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/71732
dc.description.abstractOne of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in reading development has increasingly been documented. Regrettably, there is scant evidence on whether differences between genders (favouring girls) have their roots in pre-reading skills or whether determining mechanisms are related to factors to do with schooling. We examined the extent to which pre-reading skills assessed in Kindergarten (age 6) predict reading comprehension in Grade 9 (age 15) and, whether the gender difference in reading comprehension can be explained by gender differences in the Kindergarten pre-reading skills. A sample of 1010 Finnish children were assessed on letter knowledge, phonological awareness, rapid naming, vocabulary, and listening comprehension in Kindergarten and on reading comprehension using PISA Reading tasks in Grade 9. Path models showed that gender as well as Kindergarten pre-reading skills except for phonological awareness were significant predictors of reading comprehension in Grade 9 accounting for 28% of the variance. There were gender differences in most of the measures, but the prediction model estimates were similar for boys and girls except that for boys, letter knowledge was a somewhat stronger predictor of reading comprehension than for girls. The gender effect on reading comprehension was only partially mediated via pre-reading skills. The findings suggest that Kindergarten pre-reading skills are powerful predictors of reading comprehension in Grade 9, but the gender difference found in PISA Reading in Finland does not appear to be pronounced in Kindergarten but rather emerges during the school years.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.publisherSpringer
dc.relation.ispartofseriesReading and Writing
dc.rightsCC BY 4.0
dc.subject.othergender differences
dc.subject.otherPISA reading
dc.subject.otherpre-reading skills
dc.subject.otherreading comprehension
dc.titleKindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202009115833
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosFaculty of Education and Psychologyen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange753-771
dc.relation.issn0922-4777
dc.relation.numberinseries3
dc.relation.volume34
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2020
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber292466
dc.relation.grantnumber268586
dc.relation.grantnumber299506
dc.relation.grantnumber276239
dc.subject.ysoPISA-tutkimus
dc.subject.ysolukutaito
dc.subject.ysopäiväkodit
dc.subject.ysosukupuolierot
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysokielellinen kehitys
dc.subject.ysotekstinymmärtäminen
dc.subject.ysoluetun ymmärtäminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p22506
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p282
jyx.subject.urihttp://www.yso.fi/onto/yso/p5290
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p10162
jyx.subject.urihttp://www.yso.fi/onto/yso/p26367
jyx.subject.urihttp://www.yso.fi/onto/yso/p20611
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s11145-020-10090-w
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAkatemiatutkijan tehtävä, SAfi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramResearch post as Academy Research Fellow, AoFen
jyx.fundinginformationOpen access funding provided by University of Jyväskylä (JYU). The study has been supported by grants from the Academy of Finland (Nos. 268586 2013–2017, 264264 2014–2017, 276239 2014–2019, 292466 2015–2019, 263 891 2013–2015, and 299506 2017–2019).


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

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