A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education (2021)

Virinkoski, R., Eklund, K., Lerkkanen, M.-K., Holopainen, L., & Aro, M. (2021). Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education. Learning and Individual Differences, 85, 101956. https://doi.org/10.1016/j.lindif.2020.101956

JYU-tekijät tai -toimittajat

Virinkoski, Riitta
Eklund, Kenneth
Lerkkanen, Marja-Kristiina
Holopainen, Leena
Aro, Mikko

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Virinkoski, Riitta; Eklund, Kenneth; Lerkkanen, Marja-Kristiina; Holopainen, Leena; Aro, Mikko

Lehti tai sarja: Learning and Individual Differences

ISSN: 1041-6080

eISSN: 1873-3425

Julkaisuvuosi: 2021

Volyymi: 85

Artikkelin sivunumerot: 101956

Kustantaja: Elsevier

Julkaisumaa: Alankomaat

Julkaisun kieli: englanti

DOI: https://doi.org/10.1016/j.lindif.2020.101956

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus: 

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/79669

Tiivistelmä

This study investigated why some Finnish students receive part-time special education in Grade 1, duration of that support, and its relation to student reading fluency, reading comprehension, and arithmetic fluency development. The participants included two groups from Grade 1 receiving part-time special education (1–2 years vs. 3–4 years) and a control group comprising the remaining participants from the study. Teachers identified reading and expressive language difficulties as the main reasons for part-time special education in Grade 1. By Grade 4, students who received support until Grade 1 or 2 caught up the level of the control group especially in reading fluency. Students who had received support until Grade 3 or 4 exhibited more persistent and overlapping difficulties with attention, receptive language, memory, and motivation. Additionally, by Grade 4, differences from the control group remained statistically significant for all three skills. Implications for enhancing special education interventions for students with persistent and overlapping learning difficulties are discussed.

YSO-asiasanat: oppimisvaikeudet; lukeminen; sujuvuus; matemaattiset taidot; kielellinen kehitys; kielelliset häiriöt; lukihäiriöt; erityisopetus; tukimuodot

Vapaat asiasanat: part-time special education; reading fluency; reading comprehension; arithmetic fluency; overlapping difficulties

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

VIRTA-lähetysvuosi: 2021

JUFO-taso: 2