Abstract
We conducted a study on the literacy and basis for choosing the Finnish as a Second Language (F2) curriculum for students. We examined the proportion of F2 curriculum students in second (8 yo) and seventh grades (13 yo) who were reading at a sufficient level for studying according to the Finnish Language and Literature (F1) curriculum. Additionally, we explored how accurately the support aimed at improving reading skills for second graders was targeted to those who needed it and their actual literacy skills. We compared the decoding and reading comprehension skills of students studying the F1 curriculum (4,146 students in the second grade and 1,531 students in the seventh grade) and the F2 curriculum (1,412 students in the second grade and 439 students in the seventh grade). The assessment was conducted using the digital eGrader (www.egrader.io) in 2021. The results indicated that the literacy skills of students studying the F1 curriculum were statistically significantly higher than those studying the F2 curriculum. However, approximately one-fifth (n = 362) of F2 curriculum students read and understood Finnish texts at a level that would be sufficient for the F1 curriculum. The study revealed that support aimed at strengthening reading skills was provided significantly more to F2 curriculum students in the second grade than to F1 curriculum students. Additionally, it appears that reading support is partially directed at students who do not need it, and not all students who require support receive it.
Main results
1. One out of every five students in the Finnish as a second language (F2) curriculum have suitable reading skill levels for the Finnish as a first language curriculum
2. Out of all of the students in the F2 program, 20% read Finnish texts more fluently and understand them better than 33% of those in the F1 program
3. Reading support is distributed partly unevenly, with some students who do not need it receiving it, while others who need it miss out.
4. When selecting the F2 curriculum and reading support, special attention should be given in schools to ensure equal, appropriate, and ethical allocation of resources.
Main results
1. One out of every five students in the Finnish as a second language (F2) curriculum have suitable reading skill levels for the Finnish as a first language curriculum
2. Out of all of the students in the F2 program, 20% read Finnish texts more fluently and understand them better than 33% of those in the F1 program
3. Reading support is distributed partly unevenly, with some students who do not need it receiving it, while others who need it miss out.
4. When selecting the F2 curriculum and reading support, special attention should be given in schools to ensure equal, appropriate, and ethical allocation of resources.
| Translated title of the contribution | The Relationship Between Literacy Skills and the Choice of the Finnish as a Second Language and Literature (F2) Curriculum in Second and Seventh Grades |
|---|---|
| Original language | Finnish |
| Journal | NMI-bulletin |
| Volume | 2023 |
| Issue number | 1 |
| Pages (from-to) | 54–72 |
| Number of pages | 19 |
| ISSN | 1236-2778 |
| Publication status | Published - Jan 2023 |
| MoE publication type | A1 Journal article-refereed |
Bibliographical note
We conducted a study on the literacy and basis for choosing the Finnish as a Second Language (F2) curriculum for students. We examined the proportion of F2 curriculum students in second (8 yo) and seventh grades (13 yo) who were reading at a sufficient level for studying according to the Finnish Language and Literature (F1) curriculum. Additionally, we explored how accurately the support aimed at improving reading skills for second graders was targeted to those who needed it and their actual literacy skills. We compared the decoding and reading comprehension skills of students studying the F1 curriculum (4,146 students in the second grade and 1,531 students in the seventh grade) and the F2 curriculum (1,412 students in the second grade and 439 students in the seventh grade). The assessment was conducted using the digital eGrader (www.egrader.io) in 2021. The results indicated that the literacy skills of students studying the F1 curriculum were statistically significantly higher than those studying the F2 curriculum. However, approximately one-fifth (n = 362) of F2 curriculum students read and understood Finnish texts at a level that would be sufficient for the F1 curriculum. The study revealed that support aimed at strengthening reading skills was provided significantly more to F2 curriculum students in the second grade than to F1 curriculum students. Additionally, it appears that reading support is partially directed at students who do not need it, and not all students who require support receive it.Main results
1. One out of every five students in the Finnish as a second language (F2) curriculum have suitable reading skill levels for the Finnish as a first language curriculum
2. Out of all of the students in the F2 program, 20% read Finnish texts more fluently and understand them better than 33% of those in the F1 program
3. Reading support is distributed partly unevenly, with some students who do not need it receiving it, while others who need it miss out.
4. When selecting the F2 curriculum and reading support, special attention should be given in schools to ensure equal, appropriate, and ethical allocation of resources.
Fields of Science
- 516 Educational sciences