Pekka Niemi

Development of reading skills among preschool and primary school pupils

This study investigated the trajectories of preschool and first-grade childrens development of reading skills, as well as the cognitive and social antecedents of that development. One-hundred and ninety-six 5- to 6-year-old children were tested in October and April of their preschool year and again in the first grade. Data included measures of reading ability and its cognitive and social antecedents, which were analyzed using Simplex and Piecewise Growth Curve Modeling. The results showed that during the preschool year individual differences in reading grew larger and that this growth was faster among those who entered preschool with well-developed skills. However, during the first grade individual differences in reading diminished. The results suggest that systematic reading instruction in primary school education is more beneficial for children with less developed literacy skills, whereas children with more developed reading skills gain relatively less from reading instruction in the first grade. ESTE ESTUDIO investigo el curso evolutivo de las habilidades de lectura en ninos de pre-escolar y escuela primaria, asi como los antecedentes cognitivos y sociales de dicho desarrollo. Ciento noventa y seis ninos de 5 a 6 anos fueron evaluados en octubre y abril en pre-escolar y nuevamente en primer grado. Los datos incluyeron medidas de habilidad de lectura y sus antecedentes cognitivos y sociales y fueron analizados usando el metodo “Simplex and Piecewise Growth Curve Modeling.” Los resultados mostraron que, durante el ano de pre-escolar las diferencias individuales en lectura aumentaron y que este crecimiento fue mas rapido entre aquellos que entraron a preescolar con habilidades bien desarrolladas. Sin embargo, durante el primer grado, las diferencias individuales en lectura disminuyeron. Los resultados sugieren que la ensenanza sistematica de la lectura en la educacion primaria es mas beneficiosa para los ninos con habilidades de lectoescritura menos desarrolladas; en tanto que los ninos con habilidades de lectura mas desarrolladas obtienen relativamente menos beneficios de la ensenanza de la lectura en primer grado. DIESE STUDIE untersuchte die Gedankenbahnen bei der Entwicklung von Leseleistungen von Kindern in der Vorschule und der ersten Klasse, sowie die kognitiven und sozialen Antezedentien dieser Entwicklung. Einhundertsechsundneunzig funf bis sechs Jahre alte Kinder wurden im Oktober und im April wahrend ihres Vorschuljahres und dann nochmals in der ersten Klasse gepruft. Die Daten umfassten das Ermessen der Lesefahigkeit und deren kognitiven und sozialen Antezedentien, die mittels Nutzung der “Simplex- und Piecewise” Wachstumsmodellkurven analysiert wurden. Die Ergebnisse zeigten, das sich wahrend des Vorschuljahres individuelle Differenzen im Lesen verbesserten und das dieser Zuwachs bei jenen, die mit bereits gut entwickelten Leistungen in der Vorschule begannen, schneller vonstatten ging. Jedoch verringerten sich individuelle Differenzen wahrend der ersten Klasse. Die Ergebnisse empfehlen, das systematische Leseanweisungen in der Grundschulerziehung fur Kinder mit geringer entwickelten Leseleistungen vorteilhafter sind, wohingegen Kinder mit besser entwickelten Leseleistungen relativ geringfugig von den Leseanweisungen in der ersten Klasse profitieren.

Development of the letter identity span in reading: Evidence from the eye movement moving window paradigm

By means of the moving window paradigm, we examined how many letters can be identified during a single eye fixation and whether this letter identity span changes as a function of reading skill. The results revealed that 8-year-old Finnish readers identify approximately 5 characters, 10-year-old readers identify approximately 7 characters, and 12-year-old and adult readers identify approximately 9 characters to the right of fixation. Comparison with earlier studies revealed that the letter identity span is smaller than the span for identifying letter features and that it is as wide in Finnish as in English. Furthermore, the letter identity span of faster readers of each age group was larger than that of slower readers, indicating that slower readers, unlike faster readers, allocate most of their processing resources to foveally fixated words. Finally, slower second graders were largely not disrupted by smaller windows, suggesting that their word decoding skill is not yet fully automatized.

Development of and Relationship Between Phonological and Motivational Processes and Naming Speed in Predicting Word Recognition in Grade 1

In this 2-year longitudinal study the developmental relationships among letter knowledge, phonological awareness, rapid naming, and task orientation were examined, and linguistic-motivational pathways of word reading acquisition were traced from kindergarten to Grade 1 by means of structural equation modeling. The participants were 100 Finnish-speaking nonreaders. Results showed that kindergarten (5–6 years) letter knowledge predicted subsequent preschool (6–7 years) phonological awareness and task orientation. RAN was a unique longitudinal and concurrent predictor of word recognition, suggesting that rapid naming provides a reliable prediction of prospective word reading ability at least in a transparent language. Controlling for phonological awareness and rapid naming, task orientation contributed uniquely to the prediction of word reading competence, suggesting that motivational and linguistic factors are both at work as children face the gradually growing demands of learning to read and write in Grade 1.

Large-Artery Elastic Properties in Young Men Relationships to Serum Lipoproteins and Oxidized Low-Density Lipoproteins

Measures of arterial elasticity have been proposed as surrogate markers for asymptomatic atherosclerosis. We investigated the relations of serum lipoproteins, oxidized low-density lipoprotein (ox-LDL), and familial hypercholesterolemia (FH) to arterial elasticity among young men. As a marker of arterial elasticity we measured compliance in the thoracic aorta by using magnetic resonance imaging and in the common carotid artery by using ultrasound. LDL diene conjugation was used as a marker of ox-LDL. In study I, 25 healthy men (aged 29 to 39) were classified into 2 extreme groups according to previously measured high-density lipoprotein cholesterol to total cholesterol ratio (HDL-C/TC ratio). In study II, the healthy men were used as controls for 10 age matched asymptomatic patients with FH. In healthy men, the group with low HDL-C/TC ratio had decreased carotid artery compliance (2. 3+/-0.4% versus 1.9+/-0.5%/10 mm Hg, P=0.034). In univariate analysis, the compliance of the carotid artery associated with ox-LDL (r =-0.49, P=0.016) and HDL-C/TC ratio (r=0.41, P=0.040). In multivariate regression analyses, ox-LDL was the only independent determinant for compliance of the carotid artery (P=0.016). Aortic elasticity was not related to standard lipid variables, but the compliance of the ascending aorta associated with ox-LDL (r=-0.44, P=0.030). In FH patients, arterial elasticity was similar to that in controls. We conclude that elasticity of the common carotid artery is affected by serum lipid profile in young men. The current study demonstrates for the first time an in vivo association between ox-LDL and arterial elasticity suggesting that oxidative modification of LDL may play a role in the alteration of arterial wall elastic properties.

Inducing Affective States With Success-Failure Manipulations: A Meta-Analysis

Meta-analytic techniques were used to assess whether successes and failures can be used experimentally to induce affective states. Data from 32 studies, with a total of 2,468 participants, were reviewed. Methods for producing success-failure experiences, as well as the resulting affective reactions, were analyzed. Effect sizes as a result of various methods of induction were calculated. The success-failure manipulation turned out to be capable of reliably inducing both positive and negative affective reactions. A framework for using success-failure manipulations in affect induction is presented. ((c) 2004 APA, all rights reserved)

The role of phonological memory, word recognition, and comprehension skills in reading development: from preschool to grade 2

We examined the relationships among phonologicalawareness, phonological memory, and development ofreading skills in a longitudinal study, by following222 Finnish preschoolers through the grade 2.The main focus was on the role of phonological memoryin word recognition and comprehension. The skillsassessed were verbal abilities, phonological memory,phonological awareness, word recognition, listeningand reading comprehension, altogether comprising themost extensive set of variables so far used in thestudy of phonological memory and reading. We proposeda structural equation model for the developmentalrelationships among the variables. This model waslargely confirmed by the data. The most significantpredictor of word recognition was phonologicalawareness. Phonological memory had only a weak effecton phonological awareness at preschool age, andvia this connection, a weak indirect effect on grade 1 word recognition. Contrary toexpectations, phonological memory also had asignificant, albeit weak effect on grade 2word recognition. Phonological memory did notdirectly affect reading comprehension. However,it was strongly related to listeningcomprehension at preschool, and via the strongeffects of both listening comprehension and wordrecognition on reading comprehension, there weresignificant indirect effects of phonological memory onreading comprehension. The results also underline thestability of development of phonological memory, wordrecognition, and comprehension from preschool to theend of grade 2.

Motivational-emotional vulnerability and difficulties in learning to read and spell

BACKGROUND Although the relationship between motivation and learning problems has been studied in older children, little is known about how these factors interact during the first years of schooling or even earlier. AIMS To compare the development of motivational-emotional profiles from preschool to grade 2 between groups classified as poor readers, good decoders and good readers in grade 2. To study the possibility that diverging motivational-emotional paths occur concomitantly with school experience. SAMPLE A total of 127 children were followed longitudinally from preschool up to the second grade. In preschool, their mean age was 6 years 8 months. METHOD Two different methods tapping motivational-emotional vulnerability were used. Firstly, researchers at preschool age and classroom teachers in grades 1 and 2 rated childrens task, ego-defensive and social dependence orientations. Secondly, an experimental situation was arranged each year where childrens play behaviour with LEGO bricks was observed in free play vs. in induced pressure situations, and their motivational orientations were scored. RESULTS In preschool, the motivational-emotional profiles were almost the same among the three prospective reading-level groups, but in grades 1 and 2, classroom teachers rated poor readers as less task-oriented and more ego-defensive and socially dependent compared to good decoders and good readers. The ratings were corroborated by observational data on play behaviour in induced pressure situations. CONCLUSIONS Early problems in learning to read and spell are related to motivational-emotional vulnerability in learning situations in the school context.

Cohort Profile: Steps to the Healthy Development and Well-being of Children (the STEPS Study)

The STEPS Study aims to search for the precursors and causes of problems in child health and well-being by using a multidisciplinary approach. The cohort consists of all mothers (Finnish or Swedish speaking) who had live deliveries in the Hospital District of Southwest Finland from January 2008 to April 2010 and their children (n=9811 mothers, n=9936 children). Of these, 1797 mothers and their 1827 children were recruited to an intensive follow-up group during the first trimester of pregnancy or soon after delivery. Information about the whole study cohort is based on pregnancy follow-up data from maternity clinics, National Longitudinal Census Files and child welfare clinics. Data from multiple sources are used to obtain a picture of the overall well-being of the child and the family. After birth, study visits include several clinical examinations. Collaboration is encouraged, and access to the data will be available when the data set is complete.

Stimulus intensity effects on auditory and visual reaction processes

Abstract Literature on the effect of stimulus intensity on reaction processes was reviewed. It was shown that there is no agreement as to whether intensity effects are limited to encoding or whether they are extended to later processing stages. The situation can be characterized as an asymmetry between modalities: vision is consistent with the first alternative and audition with the second. Chronometric analysis was used to bear on the question. It was shown that the effects of visual intensity and foreperiod (FP) are additive in a simple RT situation both for constant and mixed blocks FP. Auditory intensity and FP interact in both simple and two-choice situations. In a control experiment visual intensity and S-R compatibility were found to be additive. The asymmetry was accounted for by auditory alerting, previously discussed by several authors. The framework of stimulus intensity research utilizing RT measures was briefly evaluated.

Comparison of MRI and positron emission tomography for measuring myocardial perfusion reserve in healthy humans

Myocardial perfusion reserve (MPR, defined as the ratio of the maximum myocardial blood flow (MBF) to the baseline) is an indicator of coronary artery disease and myocardial microvascular abnormalities. First‐pass contrast‐enhanced magnetic resonance imaging (CE‐MRI) using gadolinium (Gd)‐DTPA as a contrast agent (CA) has been used to assess MPR. Tracer kinetic models based on compartmental analysis of the CA uptake have been developed to provide quantitative measures of MBF by MRI. To study the accuracy of Gd‐DTPA first‐pass MRI and kinetic modeling for quantitative analysis of myocardial perfusion and MPR during dipyridamole infusion, we conducted a comparison with positron emission tomography (PET) in 18 healthy males (age = 40 ± 14 years). Five planes were acquired at every second heartbeat with a 1.5T scanner using a saturation recovery turboFLASH sequence. A perfusion‐related parameter, the unidirectional influx constant (Ki), was computed in three coronary artery territories. There was a significant correlation for both dipyridamole‐induced flow (0.70, P = 0.001) and MPR (0.48, P = 0.04) between MRI and PET. However, we noticed that MRI provided lower MPR values compared to PET (2.5 ± 1.0 vs. 4.3 ± 1.8). We conclude that MRI supplemented with tracer kinetic modeling can be used to quantify myocardial perfusion. Magn Reson Med, 2006.