A1 Journal article (refereed)
Early prediction of reading trajectories of children with and without reading instruction in kindergarten : a comparison study of Estonia and Finland (2019)
Torppa, M., Soodla, P., Lerkkanen, M.-K., & Kikas, E. (2019). Early prediction of reading trajectories of children with and without reading instruction in kindergarten : a comparison study of Estonia and Finland. Journal of Research in Reading, 42(2), 389-410. https://doi.org/10.1111/1467-9817.12274
JYU authors or editors
Publication details
All authors or editors: Torppa, Minna; Soodla, Piret; Lerkkanen, Marja-Kristiina; Kikas, Eve
Journal or series: Journal of Research in Reading
ISSN: 0141-0423
eISSN: 1467-9817
Publication year: 2019
Volume: 42
Issue number: 2
Pages range: 389-410
Publisher: Wiley-Blackwell Publishing Ltd.
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1111/1467-9817.12274
Publication open access: Not open
Publication channel open access:
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/64099
Abstract
Methods: Children's skills were assessed three times – fall and spring in Grade 1 and spring in Grade 2.
Results: The results showed that school‐entry rapid automatised naming and reading fluency predicted the development of fluency in Grade 2, but reading fluency was a stronger predictor in Estonia than in Finland. In addition, school‐entry reading fluency was the strongest predictor of reading comprehension in Grade 2. Furthermore, listening comprehension was a stronger predictor of reading comprehension in the Finnish sample than in the Estonian sample. Finally, high‐risk children were identified based on their slow reading and rapid automatised naming at school entry. In Estonia, the reading development of high‐risk children was declining compared to their peers, while the Finnish high‐risk children were catching up with their peers. The high‐risk children in the Finnish sample also had reading difficulties less often than the Estonian sample.
Conclusions: The findings suggest that the skills at school entry are stronger predictors of reading development in Estonia than in Finland. The reasons for this could be the earlier onset of reading instruction in kindergarten in the Estonian sample or differences in reading instruction practices between Estonian and Finnish schools.
Keywords: literacy; fluency; preschool education; lower comprehensive school pupils
Free keywords: Estonia; Finland
Contributing organizations
Related projects
- Competitive funding to strengthen universities’ research profiles. Profiling actions at the JYU, round 1
- Hämäläinen, Keijo
- Academy of Finland
- Understanding risk and protective factors in reading development from birth to adulthood: A multifactorial framework
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- Academy of Finland
- Understanding risk and protective factors in reading development from birth to adulthood: A multifactorial framework
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- Academy of Finland
- Understanding risk and protective factors in reading development from birth to adulthood: A multifactorial framework
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- Academy of Finland
Ministry reporting: Yes
Reporting Year: 2019
JUFO rating: 2