The Predictors of Literacy Skills among Monolingual and Bilingual Finnish-Swedish Children during First Grade

Autor/inn/en	Vataja, Pia; Lerkkanen, Marja-Kristiina; Aro, Mikko; Westerholm, Jari; Risberg, Ann-Katrine; Salmi, Paula
Titel	The Predictors of Literacy Skills among Monolingual and Bilingual Finnish-Swedish Children during First Grade
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 6, S.960-976 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vataja, Pia) ORCID (Lerkkanen, Marja-Kristiina) ORCID (Aro, Mikko) ORCID (Westerholm, Jari) ORCID (Risberg, Ann-Katrine) ORCID (Salmi, Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1942191
Schlagwörter	Literacy; Monolingualism; Bilingual Students; Finno Ugric Languages; Swedish; Elementary School Students; Grade 1; Predictor Variables; Phonological Awareness; Alphabets; Knowledge Level; Naming; Word Recognition; Reading Fluency; Spelling; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Schwedisch; School year 01; 1. Schuljahr; Schuljahr 01; Prädiktor; Buchstabenschrift; Wissensbasis; Worterkennung; Schreibweise; Ausland; Finnland
Abstract	The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish-Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN), word recognition, reading fluency, and spelling. The results showed that RAN was the most significant predictor of reading and spelling skills in both language groups, and monolingual children performed significantly better in RAN. Moreover, letter knowledge predicted reading and spelling skills in both groups. However, no significant differences between language groups in reading and spelling skills were observed. The results emphasize the importance of interpreting the pre-literacy screening, especially with bilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01