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dc.contributor.authorPsyridou, Maria
dc.contributor.authorTolvanen, Asko
dc.contributor.authorNiemi, Pekka
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorTorppa, Minna
dc.date.accessioned2022-11-02T12:32:03Z
dc.date.available2022-11-02T12:32:03Z
dc.date.issued2023
dc.identifier.citationPsyridou, M., Tolvanen, A., Niemi, P., Lerkkanen, M.-K., Poikkeus, A.-M., & Torppa, M. (2023). Development of silent reading fluency and reading comprehension across grades 1 to 9 : unidirectional or bidirectional effects between the two skills?. <i>Reading and Writing</i>, <i>36</i>, 1969-1996. <a href="https://doi.org/10.1007/s11145-022-10371-6" target="_blank">https://doi.org/10.1007/s11145-022-10371-6</a>
dc.identifier.otherCONVID_159394485
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83777
dc.description.abstractPurpose This study examines the developmental interplay between silent reading fluency and reading comprehension from Grade 1 to Grade 9 (age 7 to 15) in a large Finnish sample (N = 2,518). Of particular interest was whether the associations are bidirectional or unidirectional. Methods Children’s silent reading fluency and reading comprehension skills were assessed using group-administered tests, at seven time points, in Grades 1, 2, 3, 4, 6, 7, and 9. A random intercept cross-lagged panel model with latent factors was used to identify between- and within-person associations between silent reading fluency and reading comprehension. The use of latent factors allowed for the controlling of measurement error. Results The model showed that silent reading fluency and reading comprehension correlated at the between-person level, indicating that those who were proficient in one reading skill were typically good at the other also. At the within-person level, however, only some developmental associations emerged: in the early reading acquisition phase (Grade 1–2), silent reading fluency predicted reading comprehension, and in adolescence, reading comprehension weakly predicted silent reading fluency (Grade 7–9). Conclusions The results thus suggest only weak developmental within-person associations between silent reading fluency and comprehension, although some unidirectional associations emerged with a change in the direction of the associations over time.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer Science and Business Media LLC
dc.relation.ispartofseriesReading and Writing
dc.rightsCC BY 4.0
dc.subject.otherhiljainen lukeminen
dc.subject.otherbidirectional effects
dc.subject.otherunidirectional effects
dc.subject.othersimple view of reading
dc.subject.otherinteraction models
dc.subject.otherreading fluency
dc.subject.otherreading comprehension
dc.titleDevelopment of silent reading fluency and reading comprehension across grades 1 to 9 : unidirectional or bidirectional effects between the two skills?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202211025082
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosFaculty of Education and Psychologyen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineResurssiviisausyhteisöfi
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineSchool of Resource Wisdomen
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1969-1996
dc.relation.issn0922-4777
dc.relation.volume36
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2022
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber268586
dc.relation.grantnumber339418
dc.relation.grantnumber313768
dc.relation.grantnumber335727
dc.relation.grantnumber276239
dc.subject.ysonuoret
dc.subject.ysolukeminen
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysoluetun ymmärtäminen
dc.subject.ysosujuvuus
dc.subject.ysokielellinen kehitys
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11617
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p20611
jyx.subject.urihttp://www.yso.fi/onto/yso/p21865
jyx.subject.urihttp://www.yso.fi/onto/yso/p10162
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s11145-022-10371-6
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramResearch costs of Academy Research Fellow, AoFen
jyx.fundingprogramStrategic research programmes, AoFen
jyx.fundingprogramAcademy Research Fellow, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramAkatemiatutkijan tutkimuskulut, SAfi
jyx.fundingprogramStrategisen tutkimuksen ohjelmat STN, SAfi
jyx.fundingprogramAkatemiatutkija, SAfi
jyx.fundinginformationOpen Access funding provided by University of Jyväskylä (JYU). This work was supported through funding from the Academy of Finland (Grant numbers: 263891, 268586, 276239, 284439, 313768, 339418) and the Strategic Research Council (STN) (Academy of Finland) for the CRITICAL consortium (Grant number: 335727).
dc.type.okmA1


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