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

Autor/inn/en	Kiuru, Noona; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik
Titel	The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4
Quelle	In: Reading Research Quarterly, 48 (2013) 4, S.349-368 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Foreign Countries; Reading Difficulties; Reading Fluency; At Risk Students; Grade 4; Kindergarten; Early Childhood Education; Grade 1; Grade 2; Grade 3; Elementary Education; Peer Acceptance; Predictor Variables; Teacher Effectiveness; Improvement; Interpersonal Relationship; Environmental Influences; Parent Teacher Cooperation; Finland + Suchen Sie Ihr Suchwort? Ausland; Reading difficulty; Leseschwierigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementarunterricht; Prädiktor; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Qualitätssteigerung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Environmental influence; Umwelteinfluss; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Finnland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10