Reading comprehension of monolingual and bilingual children in primary school: the role of linguistic abilities and phonological processing skills     

Novita  Shally  Lockl  Kathrin  Gnambs  Timo 《European Journal of Psychology of Education - EJPE》2022,37(4):993-1013

European Journal of Psychology of Education - Reading comprehension in bilingual children depends on the extent to which each language is used in daily life. To date, most bilingual studies have...  相似文献   

Monitoring bullying behaviours may not enhance principal's awareness of the prevalence     

Sari Fröjd  Vesa Saaristo  Timo Ståhl 《School Leadership & Management》2014,34(5):470-480

Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring methods associated with the best agreement. The correlation between the pupil-reported frequency and the principal's estimate of the prevalence was weak. Two-thirds of the principals estimated the prevalence of frequent bullying in their schools to be four percentage points lower than the prevalence, based on pupils' reports. Questionnaires that were developed and administered by the schools themselves and unspecified monitoring methods were associated with the best agreement between pupils' reports and principals' estimates of the prevalence of frequent bullying. There is a clear need to communicate better the nationally collected data back to schools. It seems that despite the monitoring efforts, school principals were not aware of the prevalence of frequent bullying as perceived by their pupils. Awareness of the problem may require more than just available evidence.  相似文献   

Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention,and mainstream instruction     

Nina L. Saine  Marja-Kristiina Lerkkanen  Timo Ahonen  Asko Tolvanen  Heikki Lyytinen 《Learning and individual differences》2010,20(5):402-414

The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners (N = 166). Two remedial interventions took place in four weekly sessions of 45 min over a period of 28 weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted remedial intervention would be the most successful in remediating reading fluency in the transparent Finnish language. Furthermore, children in the computer-assisted intervention were able to reach the average level of the mainstream children by the end of Grade 2.  相似文献