Literacy instruction and reading performance in first grade classrooms
Julkaistu sarjassa
JYU dissertationsTekijät
Päivämäärä
2022Tekijänoikeudet
© The Author & University of Jyväskylä
The aim of the present dissertation was to examine the associations between observed literacy instruction and students’ reading performance at the classroom level during the first school year. The data focusing on the first grade autumn and spring were drawn from two longitudinal studies conducted in Finland and one conducted in Estonia. The three sub-studies used data from audio or video recorded literacy lessons (sub-study 1: nFIN = 12, nEST = 21; sub-study 2: n = 35; sub-study 3: n = 30), and assessments of reading performance (word reading skills, and reading comprehension; sub-study 1: nFIN = 154, nEST = 415; sub-study 2: n = 616; sub-study 3: n = 537). Literacy instruction activities were coded for instructional attention management (i.e., who is responsible for directing students’ attention to the task: the teacher during whole group work vs. students during independent work) and content of literacy activities utilising an adapted version of the Individualizing Student Instruction (ISI) observation system. The data were analysed using multilevel modelling. The results showed, first, that the emphases in the contents of the activities shifted during the first grade. Second, students’ word reading skills at the classroom level were associated with the allocation of lesson time to different literacy instruction activities in both the autumn and spring terms. Third, different literacy instruction activities were found to be associated with average word reading skills and reading comprehension in classrooms. Overall, the findings contribute to the understanding of classroom-level associations between literacy instruction and literacy learning in first grade. The findings highlight the need to consider the effects of the classroom-level skills of students on teachers’ practices when supporting students’ learning to read. Keywords: literacy instruction, classroom observations, reading performance, reading accuracy, reading fluency, reading comprehension, first grade
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Julkaisija
Jyväskylän yliopistoISBN
978-951-39-9126-5ISSN Hae Julkaisufoorumista
2489-9003Julkaisuun sisältyy osajulkaisuja
- Artikkeli I: Ruotsalainen, J., Soodla, P., Räikkönen, E., Poikkeus, A.-M., Kikas, E., & Lerkkanen, M.-K. (2022). Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies. Compare: A Journal of Comparative and International Education, 52(1), 92-109. DOI: 10.1080/03057925.2020.1742093. JYX: URN:NBN:fi:jyu-202005073097
- Artikkeli II: Ruotsalainen, J., Pakarinen, E., Poikkeus, A., & Lerkkanen, M. (2022). Literacy instruction in first grade : classroom‐level associations between reading skills and literacy instruction activities. Journal of Research in Reading, 45(1), 83-99. DOI: 10.1111/1467-9817.12384
- Artikkeli III: Ruotsalainen, J., Pakarinen, E., Poikkeus, A.-M., & Lerkkanen, M.-K. (2021). Associations between students’ reading performance and literacy instruction in first grade: A cross-lagged study. Manuscript in review.
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Associations between students’ reading performance and literacy instruction in first grade : a cross-lagged study
Ruotsalainen, Jenni; Pakarinen, Eija; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina (Springer, 2023)This cross-lagged study examined the classroom-level associations between the reading performance of first-grade students (N = 537) and observed literacy instruction activities in classrooms (N = 30) in the autumn and ... -
Literacy instruction in first grade : classroom‐level associations between reading skills and literacy instruction activities
Ruotsalainen, Jenni; Pakarinen, Eija; Poikkeus, Anna‐Maija; Lerkkanen, Marja‐Kristiina (Wiley, 2022)Background 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. ... -
Classroom interaction and literacy activities in kindergarten : Longitudinal links to grade 1 readers at risk and not at risk of reading difficulties
Silinskas, Gintautas; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik (Academic Press, 2017)The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk ... -
Assessing the effectiveness of GraphoLearn combined with classroom instruction on phonics : a randomised control trial
Bora, Deepti (2023)Proficiency in reading is a gateway for learning. However, the literacy rate in India stands at only 73% today. Many children studying in English-medium public schools often face a learning disadvantage through the schooling ... -
Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies
Ruotsalainen, Jenni; Soodla, Piret; Räikkönen, Eija; Poikkeus, Anna-Maija; Kikas, Eve; Lerkkanen, Marja-Kristiina (Routledge, 2022)The aim of the study was to analyse literacy instruction activities and their associations with the reading performance of first graders in Estonia and Finland, two countries that share similar orthographies and educational ...
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