A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
The role of parenting styles and teacher interactional styles in children's reading and spelling development
Tekijät: Kiuru N, Aunola K, Torppa M, Lerkkanen MK, Poikkeus AM, Niemi P, Viljaranta J, Lyyra AL, Leskinen E, Tolvanen A, Nurmi JE
Kustantaja: PERGAMON-ELSEVIER SCIENCE LTD
Julkaisuvuosi: 2012
Journal: Journal of School Psychology
Tietokannassa oleva lehden nimi: JOURNAL OF SCHOOL PSYCHOLOGY
Lehden akronyymi: J SCHOOL PSYCHOL
Numero sarjassa: 6
Vuosikerta: 50
Numero: 6
Aloitussivu: 799
Lopetussivu: 823
Sivujen määrä: 25
ISSN: 0022-4405
DOI: https://doi.org/10.1016/j.jsp.2012.07.001
Tiivistelmä
This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers (N=123). Children's risk for reading disabilities and reader status were assessed in kindergarten. Children were also tested on reading and spelling skills in Grades 1 and 2. Parenting styles and teacher interactional styles were measured using parents' and teachers' self-reports in Grade 1. First, the results indicated that both an authoritative parenting style and authoritative teacher interactional style positively predicted children's spelling skill development. Second, authoritative parenting was particularly beneficial for the spelling skill development of children who were at risk for reading disabilities. Third, authoritative teaching promoted spelling skill development particularly among children who were nonreaders in kindergarten but had no risk for reading disabilities. Finally, some evidence was found that authoritative teaching could compensate for the negative impact of nonauthoritative parenting on reading development among kindergarten nonreaders. (C) 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers (N=123). Children's risk for reading disabilities and reader status were assessed in kindergarten. Children were also tested on reading and spelling skills in Grades 1 and 2. Parenting styles and teacher interactional styles were measured using parents' and teachers' self-reports in Grade 1. First, the results indicated that both an authoritative parenting style and authoritative teacher interactional style positively predicted children's spelling skill development. Second, authoritative parenting was particularly beneficial for the spelling skill development of children who were at risk for reading disabilities. Third, authoritative teaching promoted spelling skill development particularly among children who were nonreaders in kindergarten but had no risk for reading disabilities. Finally, some evidence was found that authoritative teaching could compensate for the negative impact of nonauthoritative parenting on reading development among kindergarten nonreaders. (C) 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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