A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Tang, Xin; Kikas, Eve; Pakarinen, Eija; Laursen, Brett; Lerkkanen, Marja‐Kristiina

Lehti tai sarja: Journal of Research in Reading

ISSN: 0141-0423

eISSN: 1467-9817

Julkaisuvuosi: 2022

Volyymi: 45

Lehden numero: 1

Artikkelin sivunumerot: 157-169

Kustantaja: Wiley

Julkaisumaa: Britannia

Julkaisun kieli: englanti

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

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/79671


Tiivistelmä

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.


YSO-asiasanat: lukeminen; lukutaito; luetun ymmärtäminen; opetus; oppiminen; opetusmenetelmät; oppimistyylit; alakoulu; opettaja-oppilassuhde

Vapaat asiasanat: teaching styles; reading development; early teaching effects; elementary students; reading comprehension


Liittyvät organisaatiot


Hankkeet, joissa julkaisu on tehty


OKM-raportointi: Kyllä

Raportointivuosi: 2022

Alustava JUFO-taso: 2


Viimeisin päivitys 2022-20-09 klo 15:21