A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Reading and emotional-behavioural development in Finnish children : a longitudinal study of associations (2024)
Robidoux, S., Eklund, K., McArthur, G. M., Francis, D. A., Aro, T., & Torppa, M. (2024). Reading and emotional-behavioural development in Finnish children : a longitudinal study of associations. Reading and Writing, Early online. https://doi.org/10.1007/s11145-024-10559-y
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Robidoux, Serje; Eklund, Kenneth; McArthur, Genevieve M.; Francis, Deanna A.; Aro, Tuija; Torppa, Minna
Lehti tai sarja: Reading and Writing
ISSN: 0922-4777
eISSN: 1573-0905
Julkaisuvuosi: 2024
Ilmestymispäivä: 11.06.2024
Volyymi: Early online
Kustantaja: Springer Nature
Julkaisumaa: Alankomaat
Julkaisun kieli: englanti
DOI: https://doi.org/10.1007/s11145-024-10559-y
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/96072
Rinnakkaistallenteen verkko-osoite (pre-print): https://doi.org/10.31234/osf.io/p7jrc
Tiivistelmä
Poor reading has been linked to negative outcomes on a wide range of emotional-behavioural dimensions in children. However, little is known about the time course of these associations. In this study we analyse data from a sample of Finnish children (N = 199; 106 boys) which included measures of reading fluency in grade 1 (age 7 or 8), and emotional (anxiety, depression, and somatization) and behavioural (adaptability, aggression, attention, atypicality, hyperactivity, social skills, and withdrawal) development at ages 4, 5, 6 (pre-school) and 9 (school-aged). In a series of stepwise regression models that controlled for non-verbal IQ and family risk for dyslexia, we tested if pre-school emotional-behavioural measures were associated with school-aged reading fluency, and whether school-aged reading fluency was associated with later emotional-behavioural development. We also tested if these associations were moderated by reported gender. Consistent with previous longitudinal studies, we found that poorer attention before school was associated with poorer reading in the early school years which in turn was associated with higher levels of anxiety and inattention in children in middle school. None of these associations were moderated by gender.
YSO-asiasanat: lukeminen; lukutaito; lukihäiriöt; lapset (ikäryhmät); psykososiaaliset tekijät; tunne-elämän kehitys; tunnetaidot; ahdistus; käyttäytymishäiriöt; pitkittäistutkimus
Vapaat asiasanat: reading; anxiety; emotional health; psychosocial development; children
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2024
Alustava JUFO-taso: 2
