Jenni Salminen
Biographic Data
| ID | 5971738 |
|---|---|
| NAME | Jenni Salminen |
| GIVEN NAMES | Jenni |
| FAMILY NAME | Salminen |
| SIGNATURE | SALMINEN J |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-4534-6462 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reading anxiety’s longitudinal associations with reading skills and reading interest from second to third grade
To support literacy acquisition, abundant research has focused on cognitive predictors. However, reading processes also involve affective factors. The present study explored children's reading-related anxiety and its longitudinal associations with reading skills and reading interest value among a sample of 790 Finnish children followed from Grade 2 to Grade 3. The assessments administered in the classrooms included the children's self-reported re…
Goodness-of-Fit Between a 1-Year-Old’s Behavioral Tendencies and the Form of Child Care
The goodness-of-fit model suggests that interplay between a child’s behavioral tendencies and their environment, such as early childhood education and care (ECEC) context, is a key factor in promoting child’s well-being in early childhood. Using survey data from Finnish parents with a 1-year-old child, we investigate: differences in seven behavioral tendencies (e.g., Activity level, Irritability) among children in different forms of childcare; va…
Association between the quality of teacher–child interactions in toddler classrooms and children’s numeracy, language, and literacy skills
Understanding Reading Development
Reading achievement is positively associated with reading engagement; however, reading anxiety may undermine this relationship by reinforcing avoidance behaviors and reducing engagement. This study investigated whether reading anxiety mediates the association between early reading fluency and later reading engagement, and whether child interest or parent importance value for reading moderate this relationship. The reading skills of approximately …
The role of the home in children’s critical reading skills development
This study aimed to identify the specific home environment factors that were judged to support or hinder the development of children’s critical reading skills. Using a Delphi method, 32 experts in Finland listed a set of home-related factors that can either hinder or support the development of children’s critical reading skills. The experts then evaluated and ranked the factors according to their perceived importance. A large set of home-related …
Developing and validating an abbreviated adult reading history questionnaire in the Finnish and Dutch contexts
Background The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries. Methods We identified the best‐performing ARHQ items in a sample of 396 Finnish adults using exploratory factor analysis and item response theory. Consequently, we validated the brief questionn…
Process Quality in Toddler Classrooms in Four European Countries
Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children’s engagement with materials, explained differences in teacher-child interaction quality across activities. …
Intergenerational Transmission of Dyslexia
By investigating children whose parents have dyslexia, family risk (FR) studies are expanding our understanding of the intergenerational transmission of dyslexia. These studies, however, vary in their identification of FR, and how the use of different identification methods influences research findings and conclusions is yet to be systematically investigated. This study aims to evaluate the association between two FR identification methods—parent…
Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties
This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, num…
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic teaching practices and pupils' classroom engagement during the programme. Data on pupils' school engagement were collected using classroom video recordings and students' self-ratings at the end of the lesson including dialogic …
Scaffolding patterns of dialogic exchange in toddler classrooms
Development of pre-academic skills and motivation in kindergarten
The present study extends research on classroom quality profiles by examining the differences between profiles with respect to children’s development in pre-academic skills and motivation across the kindergarten year. Teacher–child interactions were observed in 49 Finnish kindergarten classrooms using the CLASS Pre-K instrument. Based on prior identification of latent profiles of classroom quality, subgroup analyses on children’s data were carrie…
Development of pre-academic skills and motivation in kindergarten
The present study extends research on classroom quality profiles by examining the differences between profiles with respect to children’s development in pre-academic skills and motivation across the kindergarten year. Teacher–child interactions were observed in 49 Finnish kindergarten classrooms using the CLASS Pre-K instrument. Based on prior identification of latent profiles of classroom quality, subgroup analyses on children’s data were carrie…
Development of pre-academic skills and motivation in kindergarten
The present study extends research on classroom quality profiles by examining the differences between profiles with respect to children’s development in pre-academic skills and motivation across the kindergarten year. Teacher–child interactions were observed in 49 Finnish kindergarten classrooms using the CLASS Pre-K instrument. Based on prior identification of latent profiles of classroom quality, subgroup analyses on children’s data were carrie…
Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties
This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, num…
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic teaching practices and pupils' classroom engagement during the programme. Data on pupils' school engagement were collected using classroom video recordings and students' self-ratings at the end of the lesson including dialogic …
Scaffolding patterns of dialogic exchange in toddler classrooms
Process Quality in Toddler Classrooms in Four European Countries
Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children’s engagement with materials, explained differences in teacher-child interaction quality across activities. …
Intergenerational Transmission of Dyslexia
By investigating children whose parents have dyslexia, family risk (FR) studies are expanding our understanding of the intergenerational transmission of dyslexia. These studies, however, vary in their identification of FR, and how the use of different identification methods influences research findings and conclusions is yet to be systematically investigated. This study aims to evaluate the association between two FR identification methods—parent…
The role of the home in children’s critical reading skills development
This study aimed to identify the specific home environment factors that were judged to support or hinder the development of children’s critical reading skills. Using a Delphi method, 32 experts in Finland listed a set of home-related factors that can either hinder or support the development of children’s critical reading skills. The experts then evaluated and ranked the factors according to their perceived importance. A large set of home-related …
Developing and validating an abbreviated adult reading history questionnaire in the Finnish and Dutch contexts
Background The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries. Methods We identified the best‐performing ARHQ items in a sample of 396 Finnish adults using exploratory factor analysis and item response theory. Consequently, we validated the brief questionn…
Reading anxiety’s longitudinal associations with reading skills and reading interest from second to third grade
To support literacy acquisition, abundant research has focused on cognitive predictors. However, reading processes also involve affective factors. The present study explored children's reading-related anxiety and its longitudinal associations with reading skills and reading interest value among a sample of 790 Finnish children followed from Grade 2 to Grade 3. The assessments administered in the classrooms included the children's self-reported re…
Goodness-of-Fit Between a 1-Year-Old’s Behavioral Tendencies and the Form of Child Care
The goodness-of-fit model suggests that interplay between a child’s behavioral tendencies and their environment, such as early childhood education and care (ECEC) context, is a key factor in promoting child’s well-being in early childhood. Using survey data from Finnish parents with a 1-year-old child, we investigate: differences in seven behavioral tendencies (e.g., Activity level, Irritability) among children in different forms of childcare; va…
Association between the quality of teacher–child interactions in toddler classrooms and children’s numeracy, language, and literacy skills
Understanding Reading Development
Reading achievement is positively associated with reading engagement; however, reading anxiety may undermine this relationship by reinforcing avoidance behaviors and reducing engagement. This study investigated whether reading anxiety mediates the association between early reading fluency and later reading engagement, and whether child interest or parent importance value for reading moderate this relationship. The reading skills of approximately …
Reading and Literacy Development (9 works) · Psychology (8 works) · Developmental psychology (7 works) · Early Childhood Education and Development (6 works) · Parental Involvement in Education (6 works) · Mathematics education (4 works) · Anxiety (3 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Early childhood education (3 works) · Literacy (3 works)