Reading and writing difficulties do not always occur as the researcher expects

Scandinavian Journal of Psychology

Volumn 39, Issue 3, 1998, Pages 159-169

  Niemi, Pekka ^a   Poskiparta, Elisa ^b   Vauras, Marja ^b   Mäki, Hanna ^b  

^a ÅBO AKADEMI UNIVERSITY   (Finland)

^b UNIVERSITY OF TURKU   (Finland)

Author keywords

Comprehension problems; Poor reading; Poor writing

Indexed keywords

AGRAPHIA; ARTICLE; AWARENESS; CHILD; DYSLEXIA; EARLY CHILDHOOD INTERVENTION; EDUCATION; FEMALE; HUMAN; LONGITUDINAL STUDY; MALE; PRESCHOOL CHILD; PROGNOSIS; PSYCHOLOGICAL ASPECT; READING; WRITING;

AGRAPHIA; AWARENESS; CHILD; CHILD, PRESCHOOL; DYSLEXIA; EARLY INTERVENTION (EDUCATION); EDUCATION, SPECIAL; FEMALE; HUMANS; LONGITUDINAL STUDIES; MALE; PROGNOSIS; READING; WRITING;

EID: 0032161362     PISSN: 00365564     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9450.393072     Document Type: Article

References (7)

1. Bradley, L. & Bryant, P. (1983). Categorizing sounds and learning to read - a causal connection. Nature, 301, 419-421.
2. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
3. Lundberg, I., Frost, J. & Petersen, O.-P. (1988). Effects of extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
4. Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
5. Poskiparta, E., Niemi, P. & Vauras, M. (1997). Poor reading in grade 1: Who needs training in linguistic awareness? (in preparation).
6. van der Leij, A. (1996). Resistance to change - evidence from a longitudinal, interventional and cross-sectional study of severely dyslexic children. Paper given at the COST A8 workshop "Dyslexia: Response and resistance to treatment". Stavanger, September.
7. Vauras, M. (1997). Training primary school students with multiple learning problems in text comprehension, mathematics, and metacognition. Paper given at the Annual Meeting of the American Educational Research Association, Chicago, March, 1997.