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dc.contributor.authorRuotsalainen, Jenni
dc.contributor.authorPakarinen, Eija
dc.contributor.authorPoikkeus, Anna‐Maija
dc.contributor.authorLerkkanen, Marja‐Kristiina
dc.date.accessioned2022-02-08T12:03:26Z
dc.date.available2022-02-08T12:03:26Z
dc.date.issued2022
dc.identifier.citationRuotsalainen, J., Pakarinen, E., Poikkeus, A., & Lerkkanen, M. (2022). Literacy instruction in first grade : classroom‐level associations between reading skills and literacy instruction activities. <i>Journal of Research in Reading</i>, <i>45</i>(1), 83-99. <a href="https://doi.org/10.1111/1467-9817.12384" target="_blank">https://doi.org/10.1111/1467-9817.12384</a>
dc.identifier.otherCONVID_104158409
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/79689
dc.description.abstractBackground Adapting instruction to individual students' needs is known to be effective, but there is a lack of evidence whether students' reading skills are associated with literacy instruction activities at classroom-level. Both the content of the literacy instruction and teachers' instructional support through instructional management are considered. Methods The data were collected in the context of Finland where first graders' reading skills show great variation at school entry but rapid progress. Students (n = 616) were individually tested on their reading skills, and literacy lessons in 35 classrooms were video recorded in the autumn of first grade. Multilevel path analyses were conducted to examine the classroom-level associations between reading skills (accuracy and fluency) and three types of literacy instruction activities (coded from the video recordings). The number of students present and the teachers' work experience were controlled in the analyses. Results The results indicated that, at classroom-level, lower average reading skills were associated with more lesson time allocated to code-focused activities such as decoding and spelling tasks in which instructional management was directed for the whole group. In turn, higher average reading skills in classrooms were associated with more lesson time allocated to individual or small group assignments. The reading skills were not associated with meaning-focused activities such as text-level reading activities and class discussions with the whole group. Conclusions In early literacy lessons, students' reading skills were associated with teachers' implementation of different literacy instruction activities at classroom-level. In classrooms with more students having already acquired basic decoding skills, teachers provided more classroom time for independent practice and individual support, which is likely to support consolidation of students' literacy skills.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley
dc.relation.ispartofseriesJournal of Research in Reading
dc.rightsCC BY 4.0
dc.subject.otherekaluokkalaiset
dc.subject.otherliteracy instruction
dc.subject.otherreading accuracy
dc.subject.otherreading fluency
dc.subject.otherfirst grade
dc.titleLiteracy instruction in first grade : classroom‐level associations between reading skills and literacy instruction activities
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202202081441
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange83-99
dc.relation.issn0141-0423
dc.relation.numberinseries1
dc.relation.volume45
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 The Authors. Journal of Research in Reading published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber317610
dc.relation.grantnumber117142
dc.subject.ysoopetus
dc.subject.ysotarkkuus
dc.subject.ysolukutaito
dc.subject.ysolukeminen
dc.subject.ysoalakoulu
dc.subject.ysooppilaat
dc.subject.ysoopetusmenetelmät
dc.subject.ysosujuvuus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p20173
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
jyx.subject.urihttp://www.yso.fi/onto/yso/p8131
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
jyx.subject.urihttp://www.yso.fi/onto/yso/p21865
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1111/1467-9817.12384
dc.relation.funderResearch Council of Finlanden
dc.relation.funderFinnish Work Environment Funden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderTyösuojelurahastofi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramOthersen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramMuutfi
jyx.fundinginformationThis study was funded by the Academy of Finland (317610), the Finnish Work Environment Fund, and Ella and Georg Ehrnrooth Foundation.
dc.type.okmA1


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