A1 Journal article (refereed)
Longitudinal associations between third‐grade teaching styles and sixth‐grade reading skills : a 3‐year follow‐up study (2022)


Tang, X., Kikas, E., Pakarinen, E., Laursen, B., & Lerkkanen, M. (2022). Longitudinal associations between third‐grade teaching styles and sixth‐grade reading skills : a 3‐year follow‐up study. Journal of Research in Reading, 45(1), 157-169. https://doi.org/10.1111/1467-9817.12385


JYU authors or editors


Publication details

All authors or editors: Tang, Xin; Kikas, Eve; Pakarinen, Eija; Laursen, Brett; Lerkkanen, Marja‐Kristiina

Journal or series: Journal of Research in Reading

ISSN: 0141-0423

eISSN: 1467-9817

Publication year: 2022

Volume: 45

Issue number: 1

Pages range: 157-169

Publisher: Wiley

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1111/1467-9817.12385

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/79671


Abstract

Background
Most previous studies of teaching styles and reading skills have been cross-sectional. Longitudinal research is needed to clarify the direction of effects. The present longitudinal study examined the degree to which differences in teaching styles in the third grade predict the sixth-grade reading performance. The consistency of the findings was addressed by comparing results across students in two countries (Finland and Estonia).

Methods
A total of 1,057 students (50.9% boys) were followed from the third to sixth grade. Teaching styles of third-grade teachers (N = 70) were examined as predictors of the development of reading (i.e., third-grade to sixth-grade reading fluency and comprehension).

Results
Five patterns of third-grade teaching practices were found across two countries: child-centred style, teacher-directed style, child-dominated style, extreme child-centred style, and mixed child-centred and teacher-directed style (mixed teaching style). The mixed teaching style and the child-centred style in the third grade were related to the greatest increases in reading fluency from the third to sixth grade, over and above the contribution of age, gender and maternal education.

Conclusions
The findings underscore the importance of the flexible use of child-centred and teacher-directed practices, which are both linked to the development of reading fluency during late primary school years.


Keywords: reading; literacy; reading comprehension; teaching and instruction; learning; educational methods; learning styles; lower comprehensive school; teacher-pupil relationship

Free keywords: teaching styles; reading development; early teaching effects; elementary students; reading comprehension


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Preliminary JUFO rating: 2


Last updated on 2022-17-06 at 12:11