Longitudinal associations of first-grade teaching with reading in early primary school

被引：5

作者：

Tang, Xin ^{[1
,2
]}

Pakarinen, Eija ^{[3
]}

Lerkkanen, Marja-Kristiina ^{[3
]}

Muotka, Joona ^{[1
]}

Nurmi, Jari-Erik ^{[1
]}

机构：

[1] Univ Jyvaskyla, Dept Psychol, Jyvaskyla, Finland

[2] Univ Helsinki, Fac Educ Sci, PL 9,Siltavuorenpenger 5A, FIN-00014 Helsinki, Finland

[3] Univ Jyvaskyla, Dept Teacher Educ, Jyvaskyla, Finland

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2019年 / 63卷

基金：

芬兰科学院;

关键词：

Child-centred practices; Teacher-directed practices; Teaching styles; Reading skills; Longitudinal associations; SIMPLE VIEW; CHILD CHARACTERISTICS; ACADEMIC SKILLS; TEACHERS ADAPT; INSTRUCTION; SUPPORT; ACHIEVEMENT; PROFILES; LANGUAGE; STUDENTS;

D O I：

10.1016/j.appdev.2019.05.002

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The present study examined the longitudinal associations between first-grade teaching practices and children's reading skills development from Grade 1 to Grade 3. Using the Early Childhood Classroom Observation Measure (ECCOM), the teaching practices of 32 Finnish teachers were observed in Grade 1. Students' (N = 359) word recognition and sentence reading skills were assessed yearly from Grade 1 to Grade 3. The person-oriented analysis identified three profiles of teaching practices in Grade 1: child-centred teaching style, teacher-directed teaching style, and a mixed child-centred and teacher-directed teaching style. Furthermore, the results showed that children whose Grade 1 teachers used the mixed child-centred and teacher-directed style showed faster reading skills development than those who were taught with the teacher-directed style. These findings provided evidence that teachers' use of both child-centred and teacher-directed practices in the first school year promotes the best development of children's reading skills in early school years.

引用

页码：23 / 32

页数：10

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