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


Julkaisun tiedot

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

Lehti tai sarjaLearning and Individual Differences

ISSN1041-6080

eISSN1873-3425

Julkaisuvuosi2021

Volyymi85

Artikkelin sivunumerot101956

KustantajaElsevier

JulkaisumaaAlankomaat

Julkaisun kielienglanti

DOIhttps://doi.org/10.1016/j.lindif.2020.101956

Julkaisun avoin saatavuusEi 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-asiasanatoppimisvaikeudetlukeminensujuvuusmatemaattiset taidotkielellinen kehityskielelliset häiriötlukihäiriöterityisopetustukimuodot

Vapaat asiasanatpart-time special education; reading fluency; reading comprehension; arithmetic fluency; overlapping difficulties


Liittyvät organisaatiot


Hankkeet, joissa julkaisu on tehty


OKM-raportointiKyllä

Raportointivuosi2021

JUFO-taso2


Viimeisin päivitys 2024-03-04 klo 20:36