A1 Journal article (refereed)
Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors (2024)
Khanolainen, D., Psyridou, M., Eklund, K., Aro, T., & Torppa, M. (2024). Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors. Scientific Studies of Reading, Early online. https://doi.org/10.1080/10888438.2024.2346323
JYU authors or editors
Publication details
All authors or editors: Khanolainen, Daria; Psyridou, Maria; Eklund, Kenneth; Aro, Tuija; Torppa, Minna
Journal or series: Scientific Studies of Reading
ISSN: 1088-8438
eISSN: 1532-799X
Publication year: 2024
Publication date: 27/04/2024
Volume: Early online
Publisher: Taylor & Francis
Publication country: United States
Publication language: English
DOI: https://doi.org/10.1080/10888438.2024.2346323
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/94643
Abstract
Reading fluency establishes the basis for the strong literacy skills needed for academic success. We aim to trace how reading fluency develops from childhood to adulthood and identify factors that influence this development.
Method
In this study, 200 families were followed. All participating children (N = 200, 47% female) were ethnic Finns and spoke Finnish as their native language. The dataset included children’s reading fluency assessments (in Grades 2, 3, and 8 and at age 23), their self-reports, and parental questionnaires. For data analysis, growth curve models that included cognitive, motivational, and parental predictors were constructed.
Results
Significant variations in both developmental rates and adult outcomes of reading fluency were found. The developmental rate was predicted by rapid automatized naming (RAN), letter knowledge, the formal home literacy environment (HLE) (measured in kindergarten) and reading motivation (measured in elementary school). Adult outcome (fluency at age 23) was predicted by RAN, letter knowledge, formal HLE, and parental dyslexia. Further, those who had parents with resolving reading difficulties were more likely to follow a resolving trajectory themselves compared with those whose parents had persistent reading difficulties.
Conclusion
Our findings offer novel insights into how reading fluency develops into adulthood and identify key areas for future research to better understand the mechanisms behind reading fluency development.
Keywords: literacy; reading; fluency; learning; cognitive development; child development; childhood; children (age groups); adulthood; adults; level of education; educating oneself; longitudinal research
Contributing organizations
Related projects
- Pathways to math difficulties -A longitudinal study from birth to school-age
- Torppa, Minna
- European Commission
- Neo-PRISM-C: NEurodevelopmental Optimal-Predictors, Risk factors, and Intervention from a Systems approach to Maladjustment in Children
- Leppänen, Paavo
- European Commission
- EDUCA Flagship Education for the Future
- Kunttu, Henrik
- Research Council of Finland
- Centre of Excellence in Learning Dynamics and Intervention Research
- Aro, Mikko
- Research Council of Finland
- Centre of Excellence in Learning Dynamics and Intervention Research
- Leppänen, Paavo
- Research Council of Finland
- Promotive and protective factors in the context of reading and math difficulties
- Psyridou, Maria
- Research Council of Finland
Ministry reporting: Yes
Reporting Year: 2024
Preliminary JUFO rating: 3