Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference     

Manu  Mari  Torppa  Minna  Eklund  Kenneth  Poikkeus  Anna-Maija  Lerkkanen  Marja-Kristiina  Niemi  Pekka 《Reading and writing》2021,34(3):753-771

Reading and Writing - One of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in...  相似文献   

Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency,achievement behaviour,leisure reading and homework activity          下载免费PDF全文

Minna Torppa  Kenneth Eklund  Sari Sulkunen  Pekka Niemi  Timo Ahonen 《Journal of Research in Reading》2018,41(1):122-139

The present study examined gender gap in Program for International Student Assessment (PISA) Reading and mediators of the gender gap in a Finnish sample (n = 1,309). We examined whether the gender gap in PISA Reading performance can be understood via the effects of reading fluency, achievement behaviour (mastery orientation and task‐avoidant behaviour) or the amount of time spent with leisure reading and homework. Girls outperformed boys in all measures except for achievement behaviour. The models explaining PISA Reading were not different: For boys and girls, reading fluency, mastery orientation, leisure book reading and homework explained the variance in PISA Reading scores. The gender effect on PISA Reading was, however, for the most part mediated by differences in reading fluency. These findings suggest that while mastery orientation, homework activity and leisure book reading are concurrent predictors of PISA Reading over and above reading fluency, they do not explain gender difference.  相似文献   

Recent Explorations Into the Etiology of Reading Difficulties: Insights from Language and Cognition     

Pekka Niemi 《International Journal of Disability, Development & Education》1990,37(1):17-28

MODERN COGNITIVE psychology provides conceptual and empirical tools for a process analysis of reading acquisition and the development of reading towards a sophisticated skill. The present review is aimed to give such an analysis as it stands now. Key concepts are phonological and linguistic awareness, schemata, learning strategies, metacognition and learning as a social interaction. These concepts and empirical results clarifying their function are discussed from the point of view of their mutual interplay and pedagogical application.  相似文献   

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

Dufva  Mia  Niemi  Pekka  Voeten  Marinus J.M. 《Reading and writing》2001,14(1-2):91-117

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.  相似文献   

Recordkeeping professionals’ understanding of and justification for functional classification: Finnish public sector organizational context     

Saara Packalén  Pekka Henttonen 《Archival Science》2016,16(4):403-419

Today functional classification is the predominant approach to records organization. It is, however, apparent that the functional approach to records classification often involves methodological and conceptual confusion as well as usability issues. The purpose of this study is to gain a better understanding of how recordkeeping professionals perceive functional classification, what are the purposes the classification serves and how they justify this method in Finnish public sector organizations. The article presents the results of the study in which 22 recordkeeping professionals in three Finnish public sector organizations were interviewed. The data were analyzed with qualitative methods. The results show the integration of the functional approach in Finnish recordkeeping practices and records management tools. The results also describe various purposes served by functional classification in organizations. They illustrate various justifications for this method and the recordkeeping professionals’ lack of methodological alternatives.  相似文献   

Still failing at fairness: how gender bias cheats girls and boys in school and what we can do about it,by David Sadker,Myra Sadker and Karen Zittleman     

Nancy S. Niemi 《Gender and education》2010,22(1):142-143

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Information technology systems and the learning organization     

Gene L. Roth  John Niemi 《International Journal of Lifelong Education》2013,32(3):202-215

Several authors have depicted the learning organization as a model of organization survival in the global economy. Learning organizations are able to adapt to their environments and learn effectively from their actions. This article explores the relationship of information technology systems to learning organizations. The article discusses ways that information technologies may be used to enhance individual, team and strategic‐learning.  相似文献   

Learning to read in Russian: effects of orthographic complexity     

Eugenia Kerek  Pekka Niemi 《Journal of Research in Reading》2009,32(2):157-179

Much attention has been paid to the delay in writing acquisition caused by irregularities of Russian orthography, but little is known about their effect on reading acquisition. Results of the present longitudinal reading acquisition study of Russian first graders suggest that phonological recoding is the dominant strategy in the initial phase of reading development in Russian, while there is evidence of gradual shift towards orthographic processing in reading high‐frequency regular words. The study confirms that Russian readers encounter difficulties in reading orthographically complex words, where phonological recoding does not completely succeed. These findings are compared with results of reading acquisition studies in other orthographies, and their relevance for models of reading acquisition in different types of orthographies is discussed.  相似文献   

Scaffolding interaction in parent-child dyads: Multimodal analysis of parental scaffolding with task and non-task oriented children     

Pekka Salonen  Janne Lepola  Marja Vauras 《European Journal of Psychology of Education - EJPE》2007,22(1):77-96

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JFK as Jesus: The Politics of Myth in Phil Ochs's “Crucifixion”     

Robert Niemi 《Journal of American culture (Malden, Mass. : 2003)》1993,16(4):35-40

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