Marja-Kristiina Lerkkanen

Developmental Dynamics of Math Performance From Preschool to Grade 2

This study investigated the developmental dynamics of mathematical performance during childrens transition from preschool to Grade 2 and the cognitive antecedents of this development. 194 Finnish children were examined 6 times according to their math performance, twice during each year across a 3-year period. Cognitive antecedents, that is, counting ability, visual attention, metacognitive knowledge, and listening comprehension, were tested at the first measurement point. The results indicated that math performance showed high stability and increasing variance over time. Moreover, the growth of math competence was faster among those who entered preschool with an already high level of mathematical skills. The initial level of math performance, as well as its growth, was best predicted by counting ability.

Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N=166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n=25), (b) computer-assessed reading intervention (n=25), and (c) mainstream reading instruction (n=116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter-name and letter-sound training to acquire adequate decoding and spelling skills, and to reach the level of their non-at-risk peers.

Predicting reading performance during the first and the second year of primary school

The aim of this longitudinal study was to investigate the developmental antecedents of reading performance and its subcomponents from the beginning of the first year to the end of the second year of primary school. One-hundred-and-fourteen seven-year-old Finnish-speaking children were tested on reading-related skills during their first week of school using a test battery designed for school entrants. Following this they were examined six times on word reading and reading comprehension skills. The results showed that the reading-related variables predicting reading performance varied according to the phase of reading development. Moreover, partially different antecedents predicted word reading and reading comprehension. Word reading was associated with letter knowledge and listening comprehension, whereas initial word reading skill and listening comprehension were highly associated with the development of reading comprehension. The results support the development of reading instructional methods that take into account these differences in the components of reading performance and their development.

Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge

Utilizing a longitudinal sample of Finnish children (ages 6-10), two studies examined how early linguistic (spoken vs. written) and spatial skills predict later development of arithmetic, and whether counting sequence knowledge mediates these associations. In Study 1 (N = 1,880), letter knowledge and spatial visualization, measured in kindergarten, predicted the level of arithmetic in first grade, and later growth through third grade. Study 2 (n = 378) further showed that these associations were mediated by counting sequence knowledge measured in first grade. These studies add to the literature by demonstrating the importance of written language for arithmetic development. The findings are consistent with the hypothesis that linguistic and spatial skills can improve arithmetic development by enhancing childrens number-related knowledge.

The Developmental Dynamics of Literacy Skills During the First Grade.

The aim of the study was to investigate prospective relationships between reading and writing performance during the first grade of primary school. The data was collected from 83 Finnish‐speaking children who were examined four times on reading, spelling, and productive writing skills during the first grade. At the beginning of the school year, they were also tested on initial reading skill. The results showed that reading and spelling manifested a reciprocal relationship during the first semester: reading performance increased subsequent spelling proficiency, and spelling skills enhanced subsequent reading. Later on, however, reading predicted spelling in a less reciprocal association. In turn, productivity of writing predicted subsequent reading performance during the first grade although the reverse was not true. The results suggest that it may be important to emphasize the support which compositional writing may offer to the development of reading.

Mathematical performance predicts progress in reading comprehension among 7-year olds

The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading comprehension during the first and second years of primary school. 114 Finnish-speaking children were examined six times on mathematics and reading comprehension during Years 1 and 2. At the beginning of Year 1, they were also tested on initial mathematics and reading skill, general concept ability and visual-motor skills. The results showed, firstly, that mathematics and reading comprehension were highly associated with each other across both years. Secondly, mathematical performance predicted subsequent reading comprehension during the first year rather than vice versa. The results suggest that it is important to pay more attention to the role of mathematical knowledge when children are entering to school.RésuméLe but de cette étude à long terme était de rechercher les relations entre la performance mathématique et la compréhension écrite pendant la première et la seconde année de l’école primaire. La performance mathématique et la compréhension écrite de 114 enfants parlant le finnois comme langue maternelle ont été étudiées six fois pendant les deux premières années à l’école. Les connaissances mathématiques itinéraires et la compétence écrite, l’habileté générale de conceptualisation et les compétences visuelles et motrices ont étés étudiés au début de la première année scolaire. Les résultats ont montré que premièrement les mathématiques et la compréhension écrite s’associaient pendant les deux premières années scolaires. Deuxièmement, la performance mathématique prédit la compréhension écrite ultérieure pendant la première année scolaire plutôt que vice versa. Les résultats suggèrent qu’il est important d’accorder de l’intérêt dans une plus grande mesure au rôle des cónnaissances mathématiques quand les enfants commencent l’école.

Children’s poor academic performance evokes parental homework assistance—but does it help?:

This study investigated the longitudinal associations between type of parental homework assistance and children’s academic performance during grade 1 and grade 2. The reading and math skills of 2,261 children were measured three times during grade 1 and grade 2, and the children’s mothers and fathers filled in questionnaires on the type of homework assistance they engaged in. The results showed that the worse reading and math skills children showed at the beginning of grade 1 and grade 2, the more monitoring and helping with homework parents reported later on. The results suggest, overall, that children’s academic performance has an “evocative impact” on their parents’ behavior.

A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens.

Research Findings: The aim of the study was to examine the applicability and psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM; D. J. Stipek & P. Byler, 2005) outside the United States. The ECCOM was used to observe 83 kindergarten teachers (49 in Finland and 34 in Estonia) in classroom situations. Self-ratings were obtained of teachers’ teaching practices, curriculum goals, efficacy beliefs, instructional activities, work experience, and group size. The analyses indicated 1-factor solutions for each of the ECCOM dimensions (i.e., Child-Centered, Teacher-Directed, and Child-Dominated) and high reliabilities for all dimensions, subscales (i.e., Management, Climate, and Instruction), and scale items. Evidence was also found for criterion validity. Practice or Policy: The findings of the present study provided support for the ECCOM as a valid and reliable measure of quality of kindergarten classroom processes and practices in cultural and educational settings outside the United States. In addition to being a research tool the ECCOM has high applicability in teacher education and in-service teacher training in professional development programs and interventions aimed at enhancing specific components of teachers’ own practices.

Finnish and UK English pre‐teen children's text message language and its relationship with their literacy skills

The aim of the study was to demonstrate the style of text language used by Finnish pre-teen texters (n = 65) and determine how their text language related to their traditional literacy skills, and compare descriptively these results with earlier results from work with young English texters. Three kinds of text messages (natural texts, elicited texts and elicited replies) were recorded after cognitive and literacy skills were assessed. Relationships between text language and standard literacy skills were shown to be different between the two languages, and we propose that those differences arise from both the structures of the languages themselves, and the communities of linguistic practice in the two countries. We compared, with a subsample (n = 16), natural, spontaneous text messages with those elicited in experimental conditions, demonstrating metalinguistic sensitivity in these young texters. The conclusion regarding the Finnish text register is that it very closely approximates spoken register Finnish, rather than more formal written Finnish.

Relations Between Achievement Goal Orientations and Math Achievement in Primary Grades: A Follow‐Up Study

The aim of the present study was to investigate children’s achievement goal orientations and their relations to math achievement in the primary grades. The sample consisted of 179 children who were in the 2nd and 3rd grades during the first measurement and in the 3rd and 4th grades during the second measurement. Children’s self‐ratings were obtained on their goal orientations, their math performance was tested and their math grades were taken into account. Teacher ratings were obtained on each child’s effort in class. Children’s self‐reported performance‐avoidance goals were found to be related to their achievement outcomes. Math achievement seems to influence children’s achievement goal orientation rather than vice versa in the primary grades.