A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Reading and writing difficulties do not always occur as the researcher expects
Tekijät: Niemi Pekka, Poskiparta Elisa, Vauras Marja, Mäki Hannu
Kustantaja: SCANDINAVIAN UNIVERSITY PRESS
Julkaisuvuosi: 1998
Journal: Scandinavian Journal of Psychology
Tietokannassa oleva lehden nimi: SCANDINAVIAN JOURNAL OF PSYCHOLOGY
Lehden akronyymi: SCAND J PSYCHOL
Vuosikerta: 39
Numero: 3
Aloitussivu: 159
Lopetussivu: 169
Sivujen määrä: 3
ISSN: 0036-5564
eISSN: 1467-9450
DOI: https://doi.org/10.1111/1467-9450.393072
Verkko-osoite: https://onlinelibrary.wiley.com/doi/10.1111/1467-9450.393072
Tiivistelmä
Making a prognosis about reading and learning difficulties is a tricky business, even if a large array of relevant variables is taken into account. The present article discusses such an endeavour, on the basis of a longitudinal four-year study which started with an orthodox intervention on linguistic awareness. However, after initial success, new groups of reading, writing and math disabled children were identified in the course of years. Membership of these groups could not always be predicted on the basis of extensive cognitive diagnostics performed during the preschool. Rather, the pupil's adaptive behaviour while coping with the demands of school work emerges as an important prognostic factor. This was particularly evident in an interaction combining math and reading comprehension in grade 3.
Making a prognosis about reading and learning difficulties is a tricky business, even if a large array of relevant variables is taken into account. The present article discusses such an endeavour, on the basis of a longitudinal four-year study which started with an orthodox intervention on linguistic awareness. However, after initial success, new groups of reading, writing and math disabled children were identified in the course of years. Membership of these groups could not always be predicted on the basis of extensive cognitive diagnostics performed during the preschool. Rather, the pupil's adaptive behaviour while coping with the demands of school work emerges as an important prognostic factor. This was particularly evident in an interaction combining math and reading comprehension in grade 3.
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