A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1 (2021)

Silinskas, G., Aunola, K., Lerkkanen, M.-K., & Raiziene, S. (2021). Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1. Frontiers in Psychology, 11, Article 610870. https://doi.org/10.3389/fpsyg.2020.610870

JYU-tekijät tai -toimittajat

Silinskas, Gintautas
Aunola, Kaisa
Lerkkanen, Marja-Kristiina

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Silinskas, Gintautas; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Raiziene, Saule

Lehti tai sarja: Frontiers in Psychology

eISSN: 1664-1078

Julkaisuvuosi: 2021

Volyymi: 11

Artikkelinumero: 610870

Kustantaja: Frontiers Media

Julkaisumaa: Sveitsi

Julkaisun kieli: englanti

DOI: https://doi.org/10.3389/fpsyg.2020.610870

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/74332

Tiivistelmä

We investigated the longitudinal links between parental teaching of reading and spelling and children’s word reading and spelling skills. Data of 244 Lithuanian parent–child dyads were analyzed, who were followed across three time points: end of kindergarten (T1; Mage = 6.88; 116 girls), beginning of Grade 1 (T2), and end of Grade 1 (T3). The children’s word reading and spelling skills were tested, and the parents answered questionnaires on the frequency with which they taught their children reading and spelling. Overall, the results showed that the parents were responsive to their children’s skill levels across the domains of reading and spelling and across time (i.e., the transition from kindergarten to Grade 1 and across Grade 1). However, differences between the domains of reading and spelling were also observed. In particular, in the domain of reading and across the transition from kindergarten to Grade 1, the parents responded to their children’s skill levels by increasing the time spent teaching children with poor word reading skills, and decreasing the teaching time for the children with good word reading skills. In contrast, as spelling skills may require more time to develop, parents maintained similar frequencies of teaching spelling across the transition to Grade 1 for all children, and only parents of good spellers taught less spelling at the end of Grade 1 than parents of children with poor and average word spelling skills.

YSO-asiasanat: esikouluikäiset; alakoululaiset; lukutaito; kirjoitustaito; lukeminen; kirjoittaminen; kotiympäristö; vanhemmat

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2021

JUFO-taso: 1