Task Avoidance, Number Skills and Parental Learning Difficulties as Predictors of Poor Response to Instruction

Autor/inn/en	Niemi, Pekka; Nurmi, Jari-Erik; Lyyra, Anna-Liisa; Lerkkanen, Marja-Kristiina; Lepola, Janne; Poskiparta, Elisa; Poikkeus, Anna-Maija
Titel	Task Avoidance, Number Skills and Parental Learning Difficulties as Predictors of Poor Response to Instruction
Quelle	In: Journal of Learning Disabilities, 44 (2011) 5, S.459-471 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411410290
Schlagwörter	Foreign Countries; Longitudinal Studies; Predictor Variables; Mathematics Skills; Thinking Skills; Correlation; Dyslexia; Reading Difficulties; Learning Problems; Reading Achievement; Phonological Awareness; Kindergarten; Grade 1; Parent Background; Questionnaires; Mathematics Achievement; Finland + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Korrelation; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Lernproblem; Leseleistung; School year 01; 1. Schuljahr; Schuljahr 01; Elternhaus; Fragebogen; Mathmatics sikills; Mathematical ability; Finnland
Abstract	Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievement in Grade 1 spring, four subgroups were formed. These were fast, average, and slow reading acquisition and slow progress in both reading and math. Kindergarten spring scores in phonological awareness, letter knowledge, rapid naming, and number skills differentiated well among the groups, the latter two being more robust predictors. Task avoidance added to the prediction over and above cognitive skills. Its effect disappeared when parental history of reading and math difficulties was included in the equation. The present results depict poor response to instruction as a general learning problem rather than a specific reading difficulty. Poor response to instruction differs from dyslexia also in that treatment resisters start school with cognitive prerequisites that do not indicate severe reading and math problems. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10