Reading Comprehension from Grade 1 to 6 in Two Shallow Orthographies: Comparison of Estonian and Finnish Students

Autor/inn/en	Soodla, Piret; Torppa, Minna; Kikas, Eve; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
Titel	Reading Comprehension from Grade 1 to 6 in Two Shallow Orthographies: Comparison of Estonian and Finnish Students
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 5, S.681-699 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1445963
Schlagwörter	Reading Comprehension; Elementary School Students; Orthographic Symbols; Foreign Countries; Comparative Education; Reading Skills; Reading Instruction; Student Centered Learning; Instructional Effectiveness; Estonia; Finland + Suchen Sie Ihr Suchwort? Leseverstehen; Ausland; Vergleichende Erziehungswissenschaft; Reading skill; Lesefertigkeit; Leseunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtserfolg; Estland; Finnland
Abstract	The aim was to examine reading comprehension among elementary school students in two shallow orthographies, Estonian and Finnish. Participants were 619 Estonian children (50% boys) and 292 Finnish children (52% boys) whose reading comprehension was assessed in first, second, third, and sixth grades. The results showed that reading comprehension among Estonian and Finnish children was at a similar level by the end of first grade but Finnish children started to have better performance from second grade onward. These findings suggest that the roots of Finnish students' strong reading skills are nurtured from the very beginning of elementary school. The potential cross-country differences in reading instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01