TY - JOUR
T1 - The Predictors of Literacy Skills among Monolingual and Bilingual Finnish–Swedish Children During First Grade
AU - Vataja, Pia
AU - Lerkkanen, Marja-Kristiina
AU - Aro, Mikko
AU - Westerholm, Jari
AU - Risberg, Ann-Katrine
AU - Salmi, Paula
PY - 2021/7/5
Y1 - 2021/7/5
N2 - The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish–Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN), word recognition, reading fluency, and spelling. The results showed that RAN was the most significant predictor of reading and spelling skills in both language groups, and monolingual children performed significantly better in RAN. Moreover, letter knowledge predicted reading and spelling skills in both groups. However, no significant differences between language groups in reading and spelling skills were observed. The results emphasize the importance of interpreting the pre-literacy screening, especially with bilingual children.
AB - The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish–Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN), word recognition, reading fluency, and spelling. The results showed that RAN was the most significant predictor of reading and spelling skills in both language groups, and monolingual children performed significantly better in RAN. Moreover, letter knowledge predicted reading and spelling skills in both groups. However, no significant differences between language groups in reading and spelling skills were observed. The results emphasize the importance of interpreting the pre-literacy screening, especially with bilingual children.
KW - prediktorer
KW - enspråkig
KW - tvåspråkig
KW - läsning
KW - stavning
U2 - 10.1080/00313831.2021.1942191
DO - 10.1080/00313831.2021.1942191
M3 - Article
SN - 0031-3831
SP - 1
EP - 17
JO - Scandinavian Journal of Educational Research
JF - Scandinavian Journal of Educational Research
ER -