Longitudinal Associations of First-grade Teaching with Reading in Early Primary School

Xin Tang, Eija Pakarinen, Marja-Kristiina Lerkkanen, Joona Muotka, Jari-Erik Nurmi

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The present study examined the longitudinal associations between first-grade teaching practices and children's reading skills development from Grade 1 to Grade 3. Using the Early Childhood Classroom Observation Measure (ECCOM), the teaching practices of 32 Finnish teachers were observed in Grade 1. Students' (N = 359) word recognition and sentence reading skills were assessed yearly from Grade 1 to Grade 3. The person-oriented analysis identified three profiles of teaching practices in Grade 1: child-centred teaching style, teacher-directed teaching style, and a mixed child-centred and teacher-directed teaching style. Furthermore, the results showed that children whose Grade 1 teachers used the mixed child-centred and teacher-directed style showed faster reading skills development than those who were taught with the teacher-directed style. These findings provided evidence that teachers' use of both child-centred and teacher-directed practices in the first school year promotes the best development of children's reading skills in early school years.
Original languageEnglish
JournalJournal of Applied Developmental Psychology
Volume63
Pages (from-to)23-32
Number of pages10
ISSN0193-3973
DOIs
Publication statusPublished - Jul 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

Cite this