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dc.contributor.authorVataja, Pia
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorAro, Mikko
dc.contributor.authorWesterholm, Jari
dc.contributor.authorRisberg, Ann-Katrine
dc.contributor.authorSalmi, Paula
dc.date.accessioned2021-07-06T09:04:57Z
dc.date.available2021-07-06T09:04:57Z
dc.date.issued2021
dc.identifier.citationVataja, 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. <i>Scandinavian Journal of Educational Research</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/00313831.2021.1942191" target="_blank">https://doi.org/10.1080/00313831.2021.1942191</a>
dc.identifier.otherCONVID_98910617
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77013
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge, Taylor & Francis Group
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.rightsCC BY-NC-ND 4.0
dc.titleThe Predictors of Literacy Skills among Monolingual and Bilingual Finnish-Swedish Children During First Grade
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202107064199
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0031-3831
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
dc.rights.accesslevelopenAccessfi
dc.subject.ysokaksikielisyys
dc.subject.ysolukihäiriöt
dc.subject.ysolukutaito
dc.subject.ysokaksikieliset koulut
dc.subject.ysofonologinen tietoisuus
dc.subject.ysoyksikielisyys
dc.subject.ysolukeminen
dc.subject.ysoäidinkieli
dc.subject.ysooikeinkirjoitus
dc.subject.ysoennustettavuus
dc.subject.ysolapset (ikäryhmät)
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10956
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p27062
jyx.subject.urihttp://www.yso.fi/onto/yso/p23025
jyx.subject.urihttp://www.yso.fi/onto/yso/p10955
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p10957
jyx.subject.urihttp://www.yso.fi/onto/yso/p9484
jyx.subject.urihttp://www.yso.fi/onto/yso/p9701
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/00313831.2021.1942191
jyx.fundinginformationThe 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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