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dc.contributor.authorUlvinen, Emmi
dc.contributor.authorPsyridou, Maria
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorSiekkinen, Martti
dc.contributor.authorTorppa, Minna
dc.date.accessioned2023-11-28T11:21:57Z
dc.date.available2023-11-28T11:21:57Z
dc.date.issued2024
dc.identifier.citationUlvinen, E., Psyridou, M., Lerkkanen, M.-K., Poikkeus, A.-M., Siekkinen, M., & Torppa, M. (2024). Developmental leisure reading profiles and their association with reading skills across Grades 1–9. <i>Learning and Individual Differences</i>, <i>109</i>, Article 102387. <a href="https://doi.org/10.1016/j.lindif.2023.102387" target="_blank">https://doi.org/10.1016/j.lindif.2023.102387</a>
dc.identifier.otherCONVID_194622693
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/92114
dc.description.abstractThis study examined the developmental profiles of different leisure reading habits and their association with reading fluency and comprehension in 2525 Finnish students from Grade 1 to 9. Four profiles were identified based on the reading frequency of different materials: Comics readers, Online readers, Book readers and Non-readers. Profile differences in leisure reading emerged early, although leisure reading levels changed. Boys were over-represented in the Comics readers and Non-readers, while girls were over-represented in the Online readers and Book readers. Book readers showed the highest level of reading skills, though Comics readers were also above-average readers. Among Online readers, girls had above average skills in reading while boys had below-average skills. Non-readers, especially boys, had the poorest reading skills. The study highlights the emergence of early onset individual differences in leisure reading habits and an association between different kinds of active leisure reading and reading development across grades. The educational relevance and implications statement Leisure reading is important as it can contribute to the evolution of a positive or negative cycle of reading development. Our study aimed to identify different leisure reading habits and their development and how these habits connect to reading skills. Our study revealed that there are different leisure reading profiles and that differences in these profiles emerge early. Our results indicate that although active book reading is associated with the best reading skills, other kinds of active reading also connect to above-average reading skills. Passivity in leisure reading is related to the poorest skills in reading. On the basis of these results, besides book reading, the reading of lighter materials like magazines, newspapers and comics, deserves to be encouraged. This kind of reading is connected to above-average skills and is popular especially among boys, who are at higher risk of ending up as passive leisure readers. Additionally, it might be important to target the reading motivation actions of children before they reach primary school age in the home and kindergarten settings to enhance the adoption of beneficial leisure reading habits before these are established.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLearning and Individual Differences
dc.rightsCC BY 4.0
dc.subject.otherleisure reading
dc.subject.otherdevelopmental profiles
dc.subject.otherreading fluency
dc.subject.otherreading comprehension
dc.subject.otherlongitudinal study
dc.titleDevelopmental leisure reading profiles and their association with reading skills across Grades 1–9
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202311288122
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineResurssiviisausyhteisöfi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineSchool of Resource Wisdomen
dc.contributor.oppiaineSchool of Wellbeingen
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.relation.issn1041-6080
dc.relation.volume109
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 The Authors. Published by Elsevier Inc.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber292466
dc.relation.grantnumber335727
dc.relation.grantnumber268586
dc.relation.grantnumber339418
dc.subject.ysolukutaito
dc.subject.ysopitkittäistutkimus
dc.subject.ysokoululaiset
dc.subject.ysolukijat
dc.subject.ysovapaa-aika
dc.subject.ysoluetun ymmärtäminen
dc.subject.ysolukeminen
dc.subject.ysolukutottumukset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p14610
jyx.subject.urihttp://www.yso.fi/onto/yso/p16485
jyx.subject.urihttp://www.yso.fi/onto/yso/p9649
jyx.subject.urihttp://www.yso.fi/onto/yso/p3276
jyx.subject.urihttp://www.yso.fi/onto/yso/p20611
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p4278
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.lindif.2023.102387
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramStrategisen tutkimuksen ohjelmat STN, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramStrategic research programmes, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundinginformationFunding for this research was supported by the Academy of Finland (Grant Numbers #213486, #268586, #292466, #339418) and the Strategic Research Council (#335727, #335625).
dc.type.okmA1


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