The Predictors of Literacy Skills among Monolingual and Bilingual Finnish-Swedish Children During First Grade
Vataja, P., Lerkkanen, M.-K., Aro, M., Westerholm, J., Risberg, A.-K., & Salmi, P. (2021). The Predictors of Literacy Skills among Monolingual and Bilingual Finnish-Swedish Children During First Grade. Scandinavian Journal of Educational Research, Early online. https://doi.org/10.1080/00313831.2021.1942191
Published inScandinavian Journal of Educational Research
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish–Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN), word recognition, reading fluency, and spelling. The results showed that RAN was the most significant predictor of reading and spelling skills in both language groups, and monolingual children performed significantly better in RAN. Moreover, letter knowledge predicted reading and spelling skills in both groups. However, no significant differences between language groups in reading and spelling skills were observed. The results emphasize the importance of interpreting the pre-literacy screening, especially with bilingual children.
PublisherRoutledge, Taylor & Francis Group
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Additional information about fundingThe study was financed by grants from the Finnish-Swedish foundations (The Swedish Cultural Foundation in Finland, The Brita Maria Renlunds memory foundation, BMR and SFV foundation (Svenska folkskolans vänner)) for 2015–2018.
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