Three methods for studying developmental change: A case of reading skills and self‐concept

Aunola, Kaisa; Leskinen, Esko; Onatsu-Arvilommi, Tiina; Nurmi, Jari‐Erik

doi:10.1348/000709902320634447

Cited by 128 publications

(136 citation statements)

References 18 publications

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“…This relation has also been found in many previous studies carried out among both younger (Aunola, Leskinen, et al, 2002;Chapman & Tunmer, 1997) and older (Marsh et al, 2005) students. Students' performance may be associated with their self-concept of ability via many mechanisms.…”

Section: Discussionsupporting

confidence: 85%

“…Students' self-concept of ability in mathematics and reading was assessed in the first, second and fourth grades at an interview using the Self-Concept of Ability Scale (Nicholls, 1978; see also Aunola, Leskinen, Onatsu-Arvilommi, & Nurmi, 2002;Nurmi & Aunola, 2005). In the test, students were presented with a sheet of paper showing 20 faces in a line from the top to the bottom of the page.…”

Section: Self-concept Of Abilitymentioning

confidence: 99%

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The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance

Viljaranta

Tolvanen

Aunola

et al. 2014

Scandinavian Journal of Educational Research

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100

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Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students' subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that selfconcept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance.

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Section: Discussionsupporting

confidence: 85%

Section: Self-concept Of Abilitymentioning

confidence: 99%

The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance

Viljaranta

Tolvanen

Aunola

et al. 2014

Scandinavian Journal of Educational Research

Self Cite

100

View full text Add to dashboard Cite

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“…also Juel 1988;Lerkkanen et al 2004), whereas others show evidence on accelerated phases. For instance, first graders who initially progressed slowly in reading were later found to catch up with the others (e.g., Aunola et al 2002;Bast and Reitsma 1998;Leppänen et al 2004;Poskiparta et al 1998).…”

Section: Development Of Comprehension Skills and Metacognitive Knowledgementioning

confidence: 99%

“…Such a positive "cycle" (cf. Aunola et al 2002) may explain why good metacognitive skills and good learning achievement are related. Consequently, differences in children's metacognitive competencies when they enter school may produce different courses of development in their skills to comprehend, read and learn intentionally (e.g., Baker and Brown 1984;Cross and Paris 1988;cf.…”

Section: Development Of Comprehension Skills and Metacognitive Knowledgementioning

confidence: 99%

Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years

Annevirta

Laakkonen

Kinnunen

et al. 2007

Metacognition Learning

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The aim of this study was, firstly, to explore the development of primary school children's metacognitive knowledge from preschool to the 2nd grade and the development of their text comprehension skill from the 1st grade to the 3rd grade. Secondly, the developmental dynamics between metacognitive knowledge (MCK) and text comprehension skill (CS) across the first three school years were investigated. The longitudinal sample included 181 children who were tested three times from preschool spring to the spring term of the 3rd grade using an identical set of measurements: the Metacognitive Knowledge Test and Listening and Reading Comprehension Tests. In studying developmental change using Latent Growth Curve modelling (LGC), no uni-construct effect for the development of MCK or for text CS was found. However, a slight multi-construct cumulative development between the children's MCK and reading CS was identified. Thus, it could be cautiously interpreted that the more the children's MCK developed from preschool to the end of the 2nd grade, the better reading CS they showed during the first three school years.

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“…Ahora bien, los intentos por obtener evidencia empírica respecto del efecto Mateo han sido poco exitosos. A pesar de que algunos estudios encontraron una ampliación gradual de la brecha entre buenos y malos lectores (Bast & Reitsma, 1998) o encontraron la reducción de la brecha en algunos aspectos y su ampliación en otros (Aunola, Leskinen, Onatsu-Arvilommi, & Nurmi, 2002), la mayor parte reveló un patrón de reducción de la distancia entre grupos (Catts, Hogan, & Fey, 2003;Parilla, Aunola, Leskinen, Nurmi, & Kirby, 2005;Scarborough & Parker, 2003). Dado que estos estudios incorporaron a sujetos provenientes de los sectores medios de la sociedad, es posible pensar que el efecto Mateo difícilmente se produzca entre niños que se encuentran en contextos educativos de alta calidad.…”

Section: Introductionunclassified

Dificultades de lectura en contextos de pobreza: ¿ un caso de Efecto Mateo?

Diuk¹,

Ferroni²

2012

Psicol. Esc. Educ.

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ResumenEste estudio investigó si las difi cultades de lectura en contextos de pobreza pueden interpretarse en términos del Efecto Mateo, que plantea una acumulación de diferencias entre quien ingresa a la escuela con altos y bajos conocimientos. Se evaluaron 58 niños recién admitidos en el primer grado con pruebas de procesamiento fonológico, conocimiento de letras, lectura y escritura y se identifi có un grupo de niños en riesgo. Con base en evaluaciones de lectura y escritura realizadas al fi nal del primer, segundo y tercer grado se comparó la evolución de los niños en riesgo con la de sus compañeros. En el primer grado, la distancia entre grupos se amplió, confi rmando las predicciones del Efecto Mateo. A partir del segundo grado, la escuela proporcionó a los niños en riesgo un apoyo educativo adicional. No se ampliaron más las diferencias entre grupos. Se considera que estos resultados manifi estan la repercusión de la intervención pedagógica en la confi guración de las difi cultades.Palabras Clave: Lectura, pobreza, difi cultades escolares. Difi culdades de leitura em contextos de pobreza: um caso de Efeito Mateus?Resumo Este estudo explorou se as difi culdades leitoras em contextos de pobreza podem ser interpretadas em termos do Efeito Mateus, que postula uma acumulação das diferenças entre quem ingressa na escola com altos e baixos conhecimentos. Foram avaliadas 58 crianças ingressantes na primeira série com testes de processamento fonológico, conhecimento de letras, leitura e escrita, e se identifi cou um grupo de crianças em risco.Com base em avaliações de leitura e escrita ministradas no fi nal da primeira, segunda e terceira série, se comparou a evolução das crianças em risco com a de seus pares. No primeiro ano, a distância entre grupos se ampliou, confi rmando as predições do Efeito Mateus. A partir do segundo ano, a escola proporcionou às crianças em risco um apoio educativo adicional. As diferenças entre grupos já não se ampliaram. Considera-se que esses resultados evidenciam a incidência da intervenção pedagógica na confi guração das difi culdades.Palavras-chave: Leitura, pobreza, difi culdades escolares. Reading diffi culties in a poverty context: a case study of the Matthew Effect? AbstractIn this study we investigate whether the reading diffi culties in poverty environment may be interpreted in terms of the "Matthew Effect", which posits an accumulation of differences between those who enter school with high and low knowledge. We evaluate 58 children entering fi rst grade with tests of phonological processing, letter knowledge, reading and writing, and identifi ed a group of children at risk. Based on assessments of reading and writing taught at the end of the fi rst, second and third grades, we compared the evolution of children at risk with their peers. In the fi rst year, the gap between groups widened confi rming the predictions of the Matthew Effect. From the second year, the school provided children at risk with an additional educational support. Differences between groups no longer inc...

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Three methods for studying developmental change: A case of reading skills and self‐concept

Cited by 128 publications

References 18 publications

The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance

The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance

Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years

Dificultades de lectura en contextos de pobreza: ¿ un caso de Efecto Mateo?

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