The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

Abstract

This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish‐speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three control variables: nonverbal ability, level of parental education, and gender. Measures in grades 1–3 included environmental protective factors: classmate reports of peer acceptance; teacher reports of positive affect for the student; and mother, father, and teacher reports of partnership between the home and the school. The students were also tested on their reading fluency in grade 4. The results showed, first, that environmental protective factors, namely, high levels of peer acceptance and positive teacher affect, uniquely predicted students' improved reading fluency in grade 4, after controlling for RD risk, nonverbal ability, level of parental education, and gender. Second, when controlling for the effects of single environmental protective factors, a higher overall number of environmental protective factors predicted students' improved reading fluency in grade 4. Third, RD risk predicted lower peer acceptance, less positive teacher affect, and lower parent–teacher partnership in grades 1–3. Finally, the effect of RD risk on subsequent reading fluency was partially mediated through the overall number of protective factors in the student's interpersonal environment.

Physical activity and sedentary time in relation to academic achievement in children

“…Furthermore, some evidence suggests that high levels of ST that result in low energy expenditure may impair learning by decreasing plasma levels of brain-derived neurotrophic factor 2 . PA and ST likely have similar effects on the brain in girls and in boys, but other factors, such as parental educational support, peer acceptance, teachers’ positive attitude for the student, and children’s motivation towards school are more important correlates of academic achievement than PA and ST among girls [32], [33]…”

Positive Teacher Affect and Maternal Support Facilitate Adjustment After the Transition to First Grade

“…Externalizing problems was measured with 10 items, five measuring conduct problemsfor example, "Generally obedient" (reversed) and "Often fights with other children or bullies them"-and five measuring hyperactivity/ inattention-for example, "Restless, overactive, cannot stay still for long" and "Thinks things out before acting Positive teacher affect in Grade 1. The teachers rated their positive affect for each target student in Grade 1 on a 5-point scale (from 1 not at all to 5 very often) (see also Kiuru et al, 2013Kiuru et al, , 2014. Positive teacher affect was measured with two items ("When you teach this child how often do you feel satisfied" and "When you teach this child how often do you feel joy"; Cronbach's .90).…”

Socio-emotional and cognitive resilience in children with reading disabilities

“…For example, a study of children with RD showed that the effect of RD on reading fluency was mediated by support from teachers and peers with a cumulative effect [47] – the contribution of interpersonal protective factors will be discussed more in the section on socio-emotional resilience.…”