Pekka Niemi
Dados Biográficos
| ID | 1660817 |
|---|---|
| NOME | Pekka Niemi |
| PRENOMES | Pekka |
| SOBRENOME | Niemi |
| ASSINATURA | NIEMI P |
| AFILIAÇÕES | University of Turku |
| ORCID | 0000-0002-3277-8787 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 53 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1981 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 4 |
Reading Development from Kindergarten to Age 18
The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children ( N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associ…
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1–3 poorer comprehension and fluency predicte…
The precursors of double dissociation between reading and spelling in a transparent orthography
Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension
The present five-year longitudinal study from preschool to grade 3 examined the developmental associations among oral language comprehension, task orientation, reading precursors, and reading fluency, as well as their role in predicting grade 3 reading comprehension. Ninety Finnish-speaking students participated in the study. The students’ oral language comprehension (vocabulary knowledge, listening comprehension, and inference making) and task o…
The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Grain-size units of phonological awareness among Russian first graders
This article presents the results of a study of phonological awareness development with 43 grade 1 children in Russian primary school. It is suggested that languagespecific factors, such as the complexity of syllabic structure, as well as the salience of consonant-vowel (CV) units in Russian phonology and orthography influence the course of phonological awareness development of Russian schoolchildren. The findings suggest that the special cohesio…
The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children
In this two‐year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to examine the role of inference‐making skills as longitudinal and concurrent predictors of other langu…
Transition to formal schooling
Inducing affective states with success-failure manipulations
Meta-analytic techniques were used to assess whether successes and failures can be used experimentally to induce affective states. Data from 32 studies, with a total of 2,468 participants, were reviewed. Methods for producing success-failure experiences, as well as the resulting affective reactions, were analyzed. Effect sizes as a result of various methods of induction were calculated. The success-failure manipulation turned out to be capable of…
Development of reading skills among preschool and primary school pupils
S This study investigated the trajectories of preschool and first‐grade children's development of reading skills, as well as the cognitive and social antecedents of that development. One‐hundred and ninety‐six 5‐ to 6‐year‐old children were tested in October and April of their preschool year and again in the first grade. Data included measures of reading ability and its cognitive and social antecedents, which were analyzed using Simplex and Piece…
Early words, multiword utterances and maternal reading strategies as predictors of mastering word inflections in Finnish
This is the first study to report how children's language skills and mothers' book-reading strategies, measured at 2;0, predict mastery of word inflections at 3;0 and 5;0 in a sample of 66 Finnish children. Three theoretical models were tested on the longitudinal data using path analyses. The testing of the models suggests direct developmental continuity from producing words and multiword utterances on later inflectional growth, but indirect effe…
Motivational‐emotional vulnerability and difficulties in learning to read and spell
Background: Although the relationship between motivation and learning problems has been studied in older children, little is known about how these factors interact during the first years of schooling or even earlier. Aims: To compare the development of motivational‐emotional profiles from preschool to grade 2 between groups classified as poor readers, good decoders and good readers in grade 2. To study the possibility that diverging motivational‐…
Developmental dynamics of achievement strategies, reading performance, and parental beliefs
S This study investigates the developmental dynamics between children's achievement strategies, reading performance, and parental beliefs, by using longitudinal data. The reading performances of 111 six‐ to seven‐year‐old children were tested four times during their first year of primary school. In the same time, the children's use of a task‐avoidant versus a task‐focused achievement strategy in the classroom context was rated by their teachers. …
Foreperiod and simple reaction time
The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children
In this two‐year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to examine the role of inference‐making skills as longitudinal and concurrent predictors of other langu…
Development of reading skills among preschool and primary school pupils
S This study investigated the trajectories of preschool and first‐grade children's development of reading skills, as well as the cognitive and social antecedents of that development. One‐hundred and ninety‐six 5‐ to 6‐year‐old children were tested in October and April of their preschool year and again in the first grade. Data included measures of reading ability and its cognitive and social antecedents, which were analyzed using Simplex and Piece…
Developmental dynamics of achievement strategies, reading performance, and parental beliefs
S This study investigates the developmental dynamics between children's achievement strategies, reading performance, and parental beliefs, by using longitudinal data. The reading performances of 111 six‐ to seven‐year‐old children were tested four times during their first year of primary school. In the same time, the children's use of a task‐avoidant versus a task‐focused achievement strategy in the classroom context was rated by their teachers. …
Transition to formal schooling
Motivational‐emotional vulnerability and difficulties in learning to read and spell
Background: Although the relationship between motivation and learning problems has been studied in older children, little is known about how these factors interact during the first years of schooling or even earlier. Aims: To compare the development of motivational‐emotional profiles from preschool to grade 2 between groups classified as poor readers, good decoders and good readers in grade 2. To study the possibility that diverging motivational‐…
Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension
The present five-year longitudinal study from preschool to grade 3 examined the developmental associations among oral language comprehension, task orientation, reading precursors, and reading fluency, as well as their role in predicting grade 3 reading comprehension. Ninety Finnish-speaking students participated in the study. The students’ oral language comprehension (vocabulary knowledge, listening comprehension, and inference making) and task o…
Foreperiod and simple reaction time
The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Foreperiod and simple reaction time
Developmental dynamics of achievement strategies, reading performance, and parental beliefs
S This study investigates the developmental dynamics between children's achievement strategies, reading performance, and parental beliefs, by using longitudinal data. The reading performances of 111 six‐ to seven‐year‐old children were tested four times during their first year of primary school. In the same time, the children's use of a task‐avoidant versus a task‐focused achievement strategy in the classroom context was rated by their teachers. …
Early words, multiword utterances and maternal reading strategies as predictors of mastering word inflections in Finnish
This is the first study to report how children's language skills and mothers' book-reading strategies, measured at 2;0, predict mastery of word inflections at 3;0 and 5;0 in a sample of 66 Finnish children. Three theoretical models were tested on the longitudinal data using path analyses. The testing of the models suggests direct developmental continuity from producing words and multiword utterances on later inflectional growth, but indirect effe…
Motivational‐emotional vulnerability and difficulties in learning to read and spell
Background: Although the relationship between motivation and learning problems has been studied in older children, little is known about how these factors interact during the first years of schooling or even earlier. Aims: To compare the development of motivational‐emotional profiles from preschool to grade 2 between groups classified as poor readers, good decoders and good readers in grade 2. To study the possibility that diverging motivational‐…
Inducing affective states with success-failure manipulations
Meta-analytic techniques were used to assess whether successes and failures can be used experimentally to induce affective states. Data from 32 studies, with a total of 2,468 participants, were reviewed. Methods for producing success-failure experiences, as well as the resulting affective reactions, were analyzed. Effect sizes as a result of various methods of induction were calculated. The success-failure manipulation turned out to be capable of…
Development of reading skills among preschool and primary school pupils
S This study investigated the trajectories of preschool and first‐grade children's development of reading skills, as well as the cognitive and social antecedents of that development. One‐hundred and ninety‐six 5‐ to 6‐year‐old children were tested in October and April of their preschool year and again in the first grade. Data included measures of reading ability and its cognitive and social antecedents, which were analyzed using Simplex and Piece…
Transition to formal schooling
Grain-size units of phonological awareness among Russian first graders
This article presents the results of a study of phonological awareness development with 43 grade 1 children in Russian primary school. It is suggested that languagespecific factors, such as the complexity of syllabic structure, as well as the salience of consonant-vowel (CV) units in Russian phonology and orthography influence the course of phonological awareness development of Russian schoolchildren. The findings suggest that the special cohesio…
The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children
In this two‐year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to examine the role of inference‐making skills as longitudinal and concurrent predictors of other langu…
The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension
The present five-year longitudinal study from preschool to grade 3 examined the developmental associations among oral language comprehension, task orientation, reading precursors, and reading fluency, as well as their role in predicting grade 3 reading comprehension. Ninety Finnish-speaking students participated in the study. The students’ oral language comprehension (vocabulary knowledge, listening comprehension, and inference making) and task o…
The precursors of double dissociation between reading and spelling in a transparent orthography
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1–3 poorer comprehension and fluency predicte…
Reading Development from Kindergarten to Age 18
The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children ( N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associ…
Psychology (14 obras) · Reading and Literacy Development (12 obras) · Developmental psychology (9 obras) · Linguistics (8 obras) · Reading (process) (7 obras) · Mathematics education (6 obras) · Cognitive psychology (4 obras) · Comprehension (4 obras) · Early Childhood Education and Development (4 obras) · Fluency (4 obras)