Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency     

Puolakanaho A  Ahonen T  Aro M  Eklund K  Leppänen PH  Poikkeus AM  Tolvanen A  Torppa M  Lyytinen H 《Journal of learning disabilities》2008,41(4):353-370

The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyv?skyl? Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills.  相似文献   

The development of children at familial risk for dyslexia: Birth to early school age     

Lyytinen H  Aro M  Eklund K  Erskine J  Guttorm T  Laakso ML  Leppänen PH  Lyytinen P  Poikkeus AM  Torppa M 《Annals of dyslexia》2004,54(2):184-220

Children at risk for familial dyslexia (n = 107) and their controls (n = 93) have been followed from birth to school entry in the Jyvaskyla Longitudinal study of Dyslexia (JLD) on developmental factors linked to reading and dyslexia. At the point of school entry, the majority of the at-risk children displayed decoding ability that fell at least 1 SD below the mean of the control group. Measures of speech processing were the earliest indices to show both group differences in infancy and also significant predictive associations with reading acquisition. A number of measures of language, including phonological and morphological skill collected repeatedly from age three, revealed group differences and predictive correlations. Both the group differences and the predictive associations to later language and reading ability strengthened as a function of increasing age. The predictions, however, tend to be stronger and the spectrum of significant correlations wider in the at-risk group. These results are crucial to early identification and intervention of dyslexia in at-risk children.  相似文献   

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency     

George K. Georgiou  Minna Torppa  George Manolitsis  Heikki Lyytinen  Rauno Parrila 《Reading and writing》2012,25(2):321-346

We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The predictable role of orthographic consistency on literacy acquisition is discussed.  相似文献   

University Students with Reading Difficulties: Do Perceived Supports and Comorbid Difficulties Predict Well‐Being and GPA?     

Holly L. Stack‐Cutler  Rauno K. Parrila  Minna Torppa 《Learning disabilities research & practice》2016,31(1):45-55

We examined the impact of the number of comorbid difficulties, social support, and community support on life satisfaction and academic achievement among 120 university students or recent graduates with self‐reported reading difficulties. Participants completed a questionnaire assessing perceived social support, perceived community support, the number of comorbid difficulties in addition to reading difficulty, life satisfaction, and academic achievement (grade point average). Results supported a main effect model in which the number of comorbid difficulties and social, but not community, support predicted life satisfaction. Social and community support did not moderate the relationship between the number of comorbid difficulties and life satisfaction, lending no support to the buffering effect hypothesis. However, a mediation model showed that social support partially mediated the relationship between the number of comorbid difficulties and life satisfaction. Academic achievement did not correlate with any included variable.  相似文献   

The impact of adolescents’ dyslexia on parents’ and their own educational expectations     

Laura Rimkute  Minna Torppa  Kenneth Eklund  Jari-Erik Nurmi  Heikki Lyytinen 《Reading and writing》2014,27(7):1231-1253

The present study examined the role that adolescents’ dyslexia plays in their educational expectations, as well as their parents’ expectations concerning their offspring’s future education. To investigate this, 170 adolescents were asked to report their educational expectations on two occasions while they were still attending comprehensive school (in 7th and 9th grade). Forty-five of the 170 adolescents were diagnosed as having dyslexia. The adolescents’ mothers and fathers also filled in questionnaires concerning their educational expectations for their offspring. The results showed that parents of boys with dyslexia had lower expectations about their sons’ future education than parents of typically reading boys. However, parents of girls with dyslexia and parents of typically reading girls did not differ in this respect. Parents’ expectations also predicted the adolescents’ own educational expectations. Moreover, dyslexia was associated with boys’ academic achievement (GPA), which further predicted their educational expectations.  相似文献   

The Nature of and Factors Related to Reading Difficulties Among Adolescents in a Transparent Orthography     

Leila Kairaluoma  Minna Torppa  Jari Westerholm  Timo Ahonen  Mikko Aro 《Scientific Studies of Reading》2013,17(5):315-332

We examined the nature of and factors related to adolescents’ reading difficulties in a highly transparent orthography. We compared word, pseudoword, and text reading speed and accuracy, rapid naming (RAN) and phonological processing between poor readers (n?=?80) and normally developing readers (n?=?189). Reading problems were manifested in reading speed and in timed pseudoword reading accuracy. RAN predicted speed, and phonological processing predicted accuracy of reading in both groups. Among poor readers, RAN also explained reading accuracy. For the normally developing sample, phonological processing also predicted reading speed.  相似文献   

Classroom effect on primary school students’ self-concept in literacy and mathematics     

Vasalampi  Kati  Pakarinen  Eija  Torppa  Minna  Viljaranta  Jaana  Lerkkanen  Marja-Kristiina  Poikkeus  Anna-Maija 《European Journal of Psychology of Education - EJPE》2020,35(3):625-646

According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.

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Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being     

Minna Torppa  Kati Vasalampi  Kenneth Eklund  Sari Sulkunen  Pekka Niemi 《教育心理学》2020,40(1):62-81

Abstract

This paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) poor readers with both fluency and reading comprehension difficulties (n?=?46, 3.5%), (2) slow readers with only fluency difficulties (n?=?70, 5.3%), and (3) poor comprehenders with only reading comprehension difficulties (n?=?88, 6.5%). The slow readers had low scores only in reading-related motivation. Poor comprehenders and poor readers reported low motivation also in math and science, as well as higher level of burnout and lower school enjoyment than typical readers. The findings were similar for boys and girls.  相似文献   

Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference     

Manu  Mari  Torppa  Minna  Eklund  Kenneth  Poikkeus  Anna-Maija  Lerkkanen  Marja-Kristiina  Niemi  Pekka 《Reading and writing》2021,34(3):753-771

Reading and Writing - One of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in...  相似文献   

Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency,achievement behaviour,leisure reading and homework activity          下载免费PDF全文

Minna Torppa  Kenneth Eklund  Sari Sulkunen  Pekka Niemi  Timo Ahonen 《Journal of Research in Reading》2018,41(1):122-139

The present study examined gender gap in Program for International Student Assessment (PISA) Reading and mediators of the gender gap in a Finnish sample (n = 1,309). We examined whether the gender gap in PISA Reading performance can be understood via the effects of reading fluency, achievement behaviour (mastery orientation and task‐avoidant behaviour) or the amount of time spent with leisure reading and homework. Girls outperformed boys in all measures except for achievement behaviour. The models explaining PISA Reading were not different: For boys and girls, reading fluency, mastery orientation, leisure book reading and homework explained the variance in PISA Reading scores. The gender effect on PISA Reading was, however, for the most part mediated by differences in reading fluency. These findings suggest that while mastery orientation, homework activity and leisure book reading are concurrent predictors of PISA Reading over and above reading fluency, they do not explain gender difference.  相似文献