Task Avoidance, Number Skills and Parental Learning Difficulties as Predictors of Poor Response to Instruction.
Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievem...
| Publicado en: | Journal of Learning Disabilities Vol. 44; no. 5; pp. 459 - 472 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104681058&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104681058 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Sep2011 vid: 44 iid: 5 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 104681058 65152018 10.1177/0022219411410290 NLM21772056 104681058 ppf: 459 ppct: 13 formats: tig: atl: Task Avoidance, Number Skills and Parental Learning Difficulties as Predictors of Poor Response to Instruction. aug: au: Niemi, Pekka Nurmi, Jari-Erik Lyyra, Anna-Liisa Lerkkanen, Marja-Kristiina Lepola, Janne Poskiparta, Elisa Poikkeus, Anna-Maija affil: University of Turku, Turku, Finland peknie@utu.fi sug: subj: Learning Disorders Parents Psychosocial Factors Reading Disorders Mathematics Human Prospective Studies Child, Preschool Self Report Male Female Logistic Regression Descriptive Statistics Finland Educational Measurement Coefficient alpha Questionnaires Motivation Odds Ratio Confidence Intervals T-Tests Multivariate Analysis of Variance Post Hoc Analysis Funding Source Child, Preschool: 2-5 years Male Female ab: Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievement in Grade 1 spring, four subgroups were formed. These were fast, average, and slow reading acquisition and slow progress in both reading and math. Kindergarten spring scores in phonological awareness, letter knowledge, rapid naming, and number skills differentiated well among the groups, the latter two being more robust predictors. Task avoidance added to the prediction over and above cognitive skills. Its effect disappeared when parental history of reading and math difficulties was included in the equation. The present results depict poor response to instruction as a general learning problem rather than a specific reading difficulty. Poor response to instruction differs from dyslexia also in that treatment resisters start school with cognitive prerequisites that do not indicate severe reading and math problems. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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