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Direct linkKiuru, Noona; Nurmi, Jari-Erik; Leskinen, Esko; Torppa, Minna; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka – International Journal of Behavioral Development, 2015
This study examined the longitudinal associations between children's academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they…
Descriptors: Elementary School Teachers, Longitudinal Studies, Elementary School Students, Reading Tests
Aunola, Kaisa; Leskinen, Esko; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik – Journal of Educational Psychology, 2004
This study investigated the developmental dynamics of mathematical performance during children's transition from preschool to Grade 2 and the cognitive antecedents of this development. 194 Finnish children were examined 6 times according to their math performance, twice during each year across a 3-year period. Cognitive antecedents, that is,…
Descriptors: Cognitive Development, Preschool Children, Elementary School Students, Cognitive Ability
Parrila, Rauno; Aunola, Kaisa; Leskinen, Esko; Nurmi, Jari-Erik; Kirby, John R. – Journal of Educational Psychology, 2005
The authors examined individual differences in reading development in English and Finnish. English-speaking Canadian children were assessed once per year in Grades 1-5, and Finnish children were assessed twice per year in Grades 1-2. Results from latent growth curve and simplex analyses showed that initial status was generally negatively…
Descriptors: Early Reading, Reading Skills, Longitudinal Studies, Individual Differences
