Search results for author:"Marja Kristiina Lerkkanen"
Total records matched: 14 Search took: 0.080 secs
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Knowledge-building patterns in educational dialogue
Heli Muhonen; Helena Rasku-Puttonen; Eija Pakarinen; Anna-Maija Poikkeus; Marja-Kristiina Lerkkanen
International Journal of Educational Research Vol. 81, No. 1 (2017) pp. 25–37
This study aimed to examine knowledge-building patterns in Grade 6 educational dialogues. The data consisted of 20 video-recorded lessons from the classes taught by seven teachers, selected by using a latent profile analysis and examined with a...
Language: English
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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 Vol. 20, No. 5 (October 2010) pp. 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...
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Dialogical patterns of interaction in pre-school classrooms
Helena Rasku-Puttonen; Marja-Kristiina Lerkkanen; Anna-Maija Poikkeus; Martti Siekkinen
International Journal of Educational Research Vol. 53, No. 1 (2012) pp. 138–149
The present study set out to identify and examine dialogic educational interactions in Finnish pre-school classrooms. Video recordings of five observed pre-school classrooms that had shown a high or moderate quality of instructional support in...
Language: English
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Maternal literacy teaching, causal attributions and children’s literacy skills in Finnish-speaking and language minority families
Riitta Sikiö; Leena Holopainen; Martti Siekkinen; Gintautas Silinskas; Marja-Kristiina Lerkkanen; Jari-Erik Nurmi
International Journal of Educational Research Vol. 77, No. 1 (2016) pp. 99–108
This study investigated the effect of mothers’ (language minority group mothers, LM, n=49, and Finnish speaking mothers, MP, n=368) literacy teaching at home, and mothers’ causal attributions of their children’s (mean age 11.48 years) literacy...
Language: English
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Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies
Piret Soodla; Marja-Kristiina Lerkkanen; Pekka Niemi; Eve Kikas; Gintautas Silinskas; Jari-Erik Nurmi
Learning and Instruction Vol. 38, No. 1 (August 2015) pp. 14–23
This study examines the development of children's reading skills in two transparent orthographies, Estonian and Finnish. Formal reading instruction begins one year earlier in Estonia than in Finland; thus, it was expected that Estonian children...
Language: English
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Scaffolding through dialogic teaching in early school classrooms
Heli Muhonen; Helena Rasku-Puttonen; Eija Pakarinen; Anna-Maija Poikkeus; Marja-Kristiina Lerkkanen
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 55, No. 1 (April 2016) pp. 143–154
The present study examines what types of dialogic teaching patterns can be identified in the early school years, and how teachers scaffold children's participation and shared understanding through dialogic teaching. Thirty recorded lessons from...
Language: English
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Variation in situation-specific engagement among lower secondary school students
Sanni Pöysä; Kati Vasalampi; Joona Muotka; Marja-Kristiina Lerkkanen; Anna-Maija Poikkeus; Jari-Erik Nurmi
Learning and Instruction Vol. 53, No. 1 (February 2018) pp. 64–73
The majority of previous research has examined school engagement as an overall student characteristic. The present study contributes to the field by examining variation in students' situation-specific engagement from one lesson to another and by...
Language: English
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Quality of educational dialogue and association with students’ academic performance
Heli Muhonen; Eija Pakarinen; Anna-Maija Poikkeus; Marja-Kristiina Lerkkanen; Helena Rasku-Puttonen
Learning and Instruction Vol. 55, No. 1 (June 2018) pp. 67–79
The study used a mixed-methods approach to examine the associations between the quality of educational dialogue and students' academic performance and to analyse what kinds of dialogic teaching patterns of different levels of quality can be...
Language: English
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Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
Xin Tang; Eve Kikas; Eija Pakarinen; Marja-Kristiina Lerkkanen; Joona Muotka; Jari-Erik Nurmi
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 64, No. 1 (May 2017) pp. 150–161
The Early Childhood Classroom Observation Measure was used to observe 91 first-grade and 70 third-grade teachers in Estonia and Finland. Using a person-oriented approach, four profiles of teaching practices were identified in grade 1: the child...
Language: English
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Reading performance and its developmental trajectories during the first and the second grade
Marja-Kristiina Lerkkanen; Helena Rasku-Puttonen; Kaisa Aunola; Jari-Erik Nurmi
Learning and Instruction Vol. 14, No. 2 (April 2004) pp. 111–130
This study examined children’s reading performance and its developmental trajectories during the first and the second grade. Ninety children were tested five times on word reading and reading comprehension. Qualitatively different groups were...
Language: English
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Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten
Jaana Viljaranta; Marja-Kristiina Lerkkanen; Anna-Maija Poikkeus; Kaisa Aunola; Jari-Erik Nurmi
Learning and Instruction Vol. 19, No. 4 pp. 335–344
To examine the cross-lagged relationships between children's task motivation in mathematics and literacy, and their related performance, 139 children aged 5–6 years were examined twice during their kindergarten year. The results showed that only...
Language: English
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The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success
Katrin Mägi; Marja-Kristiina Lerkkanen; Anna-Maija Poikkeus; Helena Rasku-Puttonen; Jari-Erik Nurmi
Learning and Instruction Vol. 21, No. 5 (October 2011) pp. 664–675
This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The...
Language: English
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Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection
Noona Kiuru; Anna-Maija Poikkeus; Marja-Kristiina Lerkkanen; Eija Pakarinen; Martti Siekkinen; Timo Ahonen; Jari-Erik Nurmi
Learning and Instruction Vol. 22, No. 5 (October 2012) pp. 331–339
This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading...
Language: English
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Maternal homework assistance and children's task-persistent behavior in elementary school
Jaana Viljaranta; Gintautas Silinskas; Marja-Kristiina Lerkkanen; Riikka Hirvonen; Eija Pakarinen; Anna-Maija Poikkeus; Jari-Erik Nurmi
Learning and Instruction Vol. 56, No. 1 (August 2018) pp. 54–63
The present study used a sample of 365 children to investigate the longitudinal associations between maternal homework assistance (i.e., help, monitoring, and autonomy granting) and children's task-persistent behavior in learning situations from...
Language: English