A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Is There Hope for First Graders at the Lowest Percentiles? : The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency (2022)
Ronimus, M. M. S., Tolvanen, A. J., & Ketonen, R. H. (2022). Is There Hope for First Graders at the Lowest Percentiles? : The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency. Learning Disability Quarterly, OnlineFirst. https://doi.org/10.1177/07319487221086970
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Ronimus, Miia M. S.; Tolvanen, Asko J.; Ketonen, Ritva H.
Lehti tai sarja: Learning Disability Quarterly
ISSN: 0731-9487
eISSN: 2168-376X
Julkaisuvuosi: 2022
Ilmestymispäivä: 10.04.2022
Volyymi: OnlineFirst
Kustantaja: SAGE Publications
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1177/07319487221086970
Julkaisun avoin saatavuus: Ei avoin
Julkaisukanavan avoin saatavuus:
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/82343
Tiivistelmä
Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285). The development of the children’s reading fluency, self-efficacy, and task avoidance was followed from the middle of Grade 1 to the end of Grade 2, and a 6-week mobile game-based intervention was administered to those who exhibited the greatest risk for reading disabilities (≤ 5th percentile). Exploratory structural equation modeling was used to test the theoretical model. The results suggest that higher self-efficacy in the middle of Grade 1 predicted lower task avoidance and higher reading fluency at the end of Grade 1, but no support for the mediating role of task avoidance was found. The intervention benefited both self-efficacy and reading fluency.
YSO-asiasanat: alakoululaiset; lukeminen; sujuvuus; minäpystyvyys; lukihäiriöt; oppimispelit; interventiotutkimus
Vapaat asiasanat: self-efficacy; reading fluency; reading difficulties; task avoidance; intervention; mobile game-based learning
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2022
Alustava JUFO-taso: 2