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dc.contributor.authorRonimus, Miia M. S.
dc.contributor.authorTolvanen, Asko J.
dc.contributor.authorKetonen, Ritva H.
dc.date.accessioned2022-07-18T07:41:23Z
dc.date.available2022-07-18T07:41:23Z
dc.date.issued2023
dc.identifier.citationRonimus, M. M. S., Tolvanen, A. J., & Ketonen, R. H. (2023). Is There Hope for First Graders at the Lowest Percentiles? : The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency. <i>Learning Disability Quarterly</i>, <i>46</i>(2), 120-133. <a href="https://doi.org/10.1177/07319487221086970" target="_blank">https://doi.org/10.1177/07319487221086970</a>
dc.identifier.otherCONVID_117774723
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/82343
dc.description.abstractSelf-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285). The development of the children’s reading fluency, self-efficacy, and task avoidance was followed from the middle of Grade 1 to the end of Grade 2, and a 6-week mobile game-based intervention was administered to those who exhibited the greatest risk for reading disabilities (≤ 5th percentile). Exploratory structural equation modeling was used to test the theoretical model. The results suggest that higher self-efficacy in the middle of Grade 1 predicted lower task avoidance and higher reading fluency at the end of Grade 1, but no support for the mediating role of task avoidance was found. The intervention benefited both self-efficacy and reading fluency.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSAGE Publications
dc.relation.ispartofseriesLearning Disability Quarterly
dc.rightsIn Copyright
dc.subject.otherself-efficacy
dc.subject.otherreading fluency
dc.subject.otherreading difficulties
dc.subject.othertask avoidance
dc.subject.otherintervention
dc.subject.othermobile game-based learning
dc.titleIs There Hope for First Graders at the Lowest Percentiles? : The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202207183907
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange120-133
dc.relation.issn0731-9487
dc.relation.numberinseries2
dc.relation.volume46
dc.type.versionacceptedVersion
dc.rights.copyright© 2022 SAGE
dc.rights.accesslevelopenAccessfi
dc.subject.ysolukihäiriöt
dc.subject.ysolukeminen
dc.subject.ysooppimispelit
dc.subject.ysoalakoululaiset
dc.subject.ysominäpystyvyys
dc.subject.ysosujuvuus
dc.subject.ysointerventiotutkimus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p23092
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
jyx.subject.urihttp://www.yso.fi/onto/yso/p39320
jyx.subject.urihttp://www.yso.fi/onto/yso/p21865
jyx.subject.urihttp://www.yso.fi/onto/yso/p32625
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1177/07319487221086970
jyx.fundinginformationThis study was funded by the Academy of Finland (Decision Nos. 292493 and 311737, to Principal Investigator Heikki Lyytinen).
dc.type.okmA1


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