Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education

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

doi:10.1016/j.lindif.2020.101956

Cited by 4 publications

(6 citation statements)

References 69 publications

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“…Most participants in all groups received part-time special education in reading. Therefore, the results align well with the earlier studies, which indicate that part-time special education during early school years helps Finnish children with reading difficulties catch up with their peers and that the need for more intensive or long-lasting part-time special education is associated with more persistent reading difficulties (Virinkoski et al, 2021). All teachers received regular feedback about their students’ test scores during the study.…”

Section: Discussionsupporting

confidence: 90%

“…Special support is individually planned long-term support (i.e., individualized education plans for students) that includes every possible form of support that can be offered in school and is received by around 6% to 7 % of the age group (Björn et al, 2016; Janhukainen & Itkonen, 2016). Part-time special education is a commonly used mode of support, particularly at the general and intensified levels and appears to be effective at closing the gap between poor and normal readers during the first years of school, particularly when difficulties are relatively mild (Virinkoski et al, 2021).…”

Section: Support For Reading Acquisition In the Schools Of Finlandmentioning

confidence: 99%

“…However, the combined effect of GL and school-based instruction, with the effects of motivational factors controlled, has yet to be comprehensively studied. Part-time special education also seems effective in closing the gap between poor and normal readers, but children who require more intensive and long-lasting support tend to develop more slowly (Virinkoski et al, 2021). We hypothesize that children who qualified for the intervention only in Grade 1 but no longer in Grade 2 will exhibit the most positive development in reading fluency and motivation during the study period and have the best chances of catching up with their peers.…”

Section: Present Studymentioning

confidence: 99%

See 2 more Smart Citations

Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency

Ronimus

Tolvanen

Ketonen

2022

Learning Disability Quarterly

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Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition ( N = 285). The development of the children’s reading fluency, self-efficacy, and task avoidance was followed from the middle of Grade 1 to the end of Grade 2, and a 6-week mobile game-based intervention was administered to those who exhibited the greatest risk for reading disabilities (≤ 5th percentile). Exploratory structural equation modeling was used to test the theoretical model. The results suggest that higher self-efficacy in the middle of Grade 1 predicted lower task avoidance and higher reading fluency at the end of Grade 1, but no support for the mediating role of task avoidance was found. The intervention benefited both self-efficacy and reading fluency.

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Section: Discussionsupporting

confidence: 90%

Section: Support For Reading Acquisition In the Schools Of Finlandmentioning

confidence: 99%

Section: Present Studymentioning

confidence: 99%

See 1 more Smart Citation

Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency

Ronimus

Tolvanen

Ketonen

2022

Learning Disability Quarterly

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“…Several studies supported that TAI learning model improved students' learning performance. In [26] agreed that the TAI showed the effect of practicing the integrated thematic learning performance for the primary students as compared with the conventional learning performance. The effect of students' TAI gained an improvement by adding and subtracting the fractions that increased the experiment group performance objectively [27].…”

Section: Introductionmentioning

confidence: 70%

Burdening or boosting thematic subjects: students’ team-assisted individualization learning model

Rodhiyah,

Sumekto,

Setyawati

et al. 2024

EduLearn

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Team-assisted individualization (TAI) learning accommodates the primary school students’ learning activities through the cooperative and individual learning models. The study aims at investigating students’ TAI cooperative and conventional learning models among third-graders’ thematic subjects two public primary schools in Klaten district, Indonesia. A quasi-experimental research design was applied by involving 20 experiment and 18 control groups respectively. Data collection used the multiple-choice tests of thematics subjects to measure the third-graders’ TAI cooperative and conventional learning in arts, culture, and life skills and Indonesian subjects. Data analysis used a non-parametric statistic to prove the mean difference test in two or more groups, descriptive test, T-tests, Mann Whitney-U test, and N-gain test. The results showed an increase in the experiment group higher than in the control group. However, there was no significant difference between the experiment and control groups after examining the multiple-choice tests. The results supported the thematic subjects of the characteristics of living things in arts, culture, and life skills, and Indonesian teaching since proving the third-graders’ learning improvement naturally and objectively. This study concludes that TAI’s cooperative and conventional learning models accommodate the learning activities although its implication does not contribute significantly.

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“…For example, the studies by Connor et al (2004Connor et al ( , 2013 combining content of the instruction with instructional management have shown that after students master the basics of decoding, instructional practices ought to shift more towards autonomous practicing of the skills. The teacher can then afford higher autonomy to those students who are further along on their literacy learning paths and provide tailored support to those who need to consolidate the basic skills (Corno, 2008;Kiuru et al, 2015;Virinkoski et al, 2021).…”

Section: Literacy Instruction and Its Adaptation To Students' Skill D...mentioning

confidence: 99%

Literacy instruction in first grade: classroom‐level associations between reading skills and literacy instruction activities

Ruotsalainen

Pakarinen

Poikkeus

et al. 2022

Journal Research in Reading

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Background: Adapting instruction to individual students' needs is known to be effective, but there is a lack of evidence whether students' reading skills are associated with literacy instruction activities at classroom-level. Both the content of the literacy instruction and teachers' instructional support through instructional management are considered. Methods: The data were collected in the context of Finland where first graders' reading skills show great variation at school entry but rapid progress. Students (n = 616) were individually tested on their reading skills, and literacy lessons in 35 classrooms were video recorded in the autumn of first grade. Multilevel path analyses were conducted to examine the classroom-level associations between reading skills (accuracy and fluency) and three types of literacy instruction activities (coded from the video recordings). The number of students present and the teachers' work experience were controlled in the analyses. Results: The results indicated that, at classroom-level, lower average reading skills were associated with more lesson time allocated to code-focused activities such as decoding and spelling tasks in which instructional management was directed for the whole group. In turn, higher average reading skills in classrooms were associated with more lesson time allocated to individual or small group assignments. The reading skills were not associated with meaning-focused activities such as text-level reading activities and class discussions with the whole group.

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Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education

Cited by 4 publications

References 69 publications

Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency

Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency

Burdening or boosting thematic subjects: students’ team-assisted individualization learning model

Literacy instruction in first grade: classroom‐level associations between reading skills and literacy instruction activities

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