Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education

Autor/inn/en	Hakkarainen, Airi; Holopainen, Leena; Savolainen, Hannu
Titel	Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education
Quelle	In: Scandinavian Journal of Educational Research, 57 (2013) 5, S.488-506 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2012.696207
Schlagwörter	Foreign Countries; Reading Difficulties; Mathematics; Low Achievement; Learning Problems; Mathematics Tests; Prediction; Academic Achievement; Developmental Continuity; Gender Differences; Educational Attainment; Parent Background; Adjustment (to Environment); Longitudinal Studies; Reliability; Statistical Analysis; Correlation; Measurement Techniques; Elementary School Students; Finland + Suchen Sie Ihr Suchwort? Ausland; Reading difficulty; Leseschwierigkeit; Mathematik; Unterdurchschnittliche Leistung; Lernproblem; Vorhersage; Schulleistung; Entwicklungsprozess; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Elternhaus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reliabilität; Statistische Analyse; Korrelation; Messtechnik; Finnland
Abstract	This study investigated whether mathematical and reading difficulties and self-reported learning problems predicted school achievement in the ninth grade, at the age of 16, and how these difficulties further explained the transition either to upper secondary academic education or to vocational education. The sample of the present study comprised one age group of ninth-grade adolescents (n?=?592; 300 girls, 292 boys) in a middle-sized Finnish city. These students completed tests of mathematics, reading comprehension and decoding. Participants were also asked to assess their learning problems in school work. Results demonstrated that mathematical and reading difficulties strongly predicted school achievement in the ninth grade and, through school achievement, also predicted the transition to different tracks in secondary education. The role of self-reported learning difficulties in this prediction was significant, but less significant than that of mathematical and reading difficulties. Parents' education did not play a major role in this prediction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10