Longitudinal Associations between Third-Grade Teaching Styles and Sixth-Grade Reading Skills: A 3-Year Follow-Up Study

Autor/inn/en	Tang, Xin; Kikas, Eve; Pakarinen, Eija; Laursen, Brett; Lerkkanen, Marja-Kristiina
Titel	Longitudinal Associations between Third-Grade Teaching Styles and Sixth-Grade Reading Skills: A 3-Year Follow-Up Study
Quelle	In: Journal of Research in Reading, 45 (2022) 1, S.157-169 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Xin) ORCID (Kikas, Eve) ORCID (Pakarinen, Eija) ORCID (Laursen, Brett) ORCID (Lerkkanen, Marja-Kristiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12385
Schlagwörter	Grade 3; Grade 6; Predictor Variables; Teaching Styles; Reading Achievement; Reading Fluency; Reading Comprehension; Teaching Methods; Foreign Countries; Student Characteristics; Age Differences; Gender Differences; Parent Background; Mothers; Educational Attainment; Conventional Instruction; Student Centered Learning; Elementary School Students; Finland; Estonia + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Prädiktor; Lehrstil; Unterrichtsstil; Leseleistung; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Elternhaus; Mother; Mutter; Bildungsabschluss; Bildungsgut; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Finnland; Estland
Abstract	Background: Most previous studies of teaching styles and reading skills have been cross-sectional. Longitudinal research is needed to clarify the direction of effects. The present longitudinal study examined the degree to which differences in teaching styles in the third grade predict the sixth-grade reading performance. The consistency of the findings was addressed by comparing results across students in two countries (Finland and Estonia). Methods: A total of 1,057 students (50.9% boys) were followed from the third to sixth grade. Teaching styles of third-grade teachers (N = 70) were examined as predictors of the development of reading (i.e., third-grade to sixth-grade reading fluency and comprehension). Results: Five patterns of third-grade teaching practices were found across two countries: "child-centred style," "teacher-directed style," "child-dominated style," "extreme child-centred style," and "mixed child-centred" and "teacher-directed style (mixed teaching style)." The mixed teaching style and the child-centred style in the third grade were related to the greatest increases in reading fluency from the third to sixth grade, over and above the contribution of age, gender and maternal education. Conclusions: The findings underscore the importance of the flexible use of child-centred and teacher-directed practices, which are both linked to the development of reading fluency during late primary school years. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01