A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Screening for Slow Reading Acquisition in Norway and Finland : a Quest for Context Specific Predictors (2021)

Solheim, O. J., Torppa, M., Uppstad, P. H., & Lerkkanen, M.-K. (2021). Screening for Slow Reading Acquisition in Norway and Finland : a Quest for Context Specific Predictors. Scandinavian Journal of Educational Research, 65(4), 584-600. https://doi.org/10.1080/00313831.2020.1739130

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Solheim, Oddny Judith; Torppa, Minna; Uppstad, Per Henning; Lerkkanen, Marja-Kristiina

Lehti tai sarja: Scandinavian Journal of Educational Research

ISSN: 0031-3831

eISSN: 1470-1170

Julkaisuvuosi: 2021

Volyymi: 65

Lehden numero: 4

Artikkelin sivunumerot: 584-600

Kustantaja: Taylor & Francis

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/00313831.2020.1739130

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/68235

Tiivistelmä

Early identification of children at risk of developing reading difficulties is crucial for effective interventions. While orthographies and educational contexts differ, predictors included in early at-risk screening tend to remain rather homogeneous across countries. In this study, we compared longitudinal prediction patterns of being among the 20 percent lowest performing in reading fluency by the end of Grade 1 in Norway (N = 918) and Finland (N =378). The two countries differ in orthographic consistency (semi-transparent versus transparent), age at school entry and pre-primary education. Letter knowledge, phoneme isolation and rapid automatized naming (RAN) were unique predictors in the Norwegian sample. Predictors in the Finnish sample were gender, phoneme blending, RAN, and reading status. The predictive model identified significantly more Finnish than Norwegian poor readers (46.2% versus 27.9%). The results suggest national screening instruments that are sensitive to educational context and orthography.

YSO-asiasanat: kielen oppiminen; oppimisvaikeudet; lukihäiriöt; ennusteet; vertaileva tutkimus; oikeinkirjoitus

Vapaat asiasanat: reading difficulties; prediction; at-risk students; cross-linguistic comparison

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2021

JUFO-taso: 2