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[{"key": "dc.contributor.advisor", "value": "Nurmi, Jari-Erik", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Aro, Mikko", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Hakulinen, Johanna", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2015-11-03T05:39:50Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2015-11-03T05:39:50Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2015", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1499082", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/47547", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 pystyvyysuskomusten merkityst\u00e4 alakouluik\u00e4isten oppilaiden lukutaidon tukemisessa. S\u00e4\u00e4nn\u00f6nmukaisissa kirjoitusj\u00e4rjestelmiss\u00e4, kuten suomen kirjoitusj\u00e4rjestelm\u00e4ss\u00e4, heikkojen lukijoiden pulmana ei ole niink\u00e4\u00e4n lukemisen tarkkuus vaan lukemisen sujuvuus. Tavoitteena oli vertailla kahden hieman erilaisen lukemissujuvuusintervention vaikutuksia, ja selvitt\u00e4\u00e4, millaiset tekij\u00e4t (sukupuoli, ik\u00e4, l\u00e4ht\u00f6tilanteen lukutaito, fonologinen prosessointi, nopea sarjallinen nime\u00e4minen, yleinen lukemismotivaatio sek\u00e4 pystyvyysuskomusten vahvuus ja tarkkuus) ovat yhteydess\u00e4 interventiosta hy\u00f6tymiseen. Osallistujina oli 77 suomalaista 3.-5.-luokkalaista oppilasta, joiden lukutaito oli v\u00e4hint\u00e4\u00e4n yhden keskihajonnan ik\u00e4tason keskiarvoa heikompi. Molemmat interventiot koostuivat kolmesti viikossa tapahtuneesta yksil\u00f6harjoittelusta (10-15 min. / kerta), joka oli samanlaista kummassakin interventioryhm\u00e4ss\u00e4, sek\u00e4 viikoittaisesta 45 minuutin kestoisesta pienryhm\u00e4kerrasta, jonka sis\u00e4ll\u00f6t erosivat interventioryhmill\u00e4. Toisessa interventiossa pienryhm\u00e4kerta koostui min\u00e4pystyvyyden tukemisesta ja tekstitasoisen sujuvuuden harjoittamisesta; toisessa interventiossa pienryhm\u00e4kerralla keskityttiin lukemissujuvuuden kehitt\u00e4miseen erilaisilla harjoituksilla. Toistomittausten monimuuttujaisen varianssianalyysin avulla vertailtiin kahden interventioryhm\u00e4n oppilaiden lukemissujuvuuden kehityst\u00e4 14 viikon mittaisella interventio- ja 20 viikon mittaisella seurantajaksolla. Luksu-mittarilla tarkasteltuna molempien interventioryhmien oppilaiden lukemissujuvuus kehittyi samalla tavalla, ja oppilaat kehittyiv\u00e4t koko tutkimusjakson ajan keskim\u00e4\u00e4rin ik\u00e4toveriensa tahtiin. Tekstin lukemisen mittarilla tarkasteltuna lukemissujuvuusharjoitteluun keskittyneen interventioryhm\u00e4n oppilaat kehittyiv\u00e4t kuitenkin seurantajaksolla paremmin kuin min\u00e4pystyvyystukea saaneen ryhm\u00e4n oppilaat, ja koko tutkimusjaksolla tarkasteltuna t\u00e4m\u00e4n ryhm\u00e4n oppilaat saavuttivat merkitsev\u00e4sti ik\u00e4tovereitaan lukemissujuvuudessa. Kaikkiaan lukemissujuvuuden harjoittamiseen keskittynyt interventio vaikuttaisi siis min\u00e4pystyvyystukea sis\u00e4lt\u00e4nytt\u00e4 interventiota tehokkaammalta alakouluik\u00e4isten heikkojen lukijoiden lukemissujuvuuden kehitt\u00e4misess\u00e4. Interventiosta hy\u00f6tyminen m\u00e4\u00e4riteltiin tekstin lukemisen sujuvuuden kehittymiseksi suhteessa ik\u00e4tovereihin, ja siihen yhteydess\u00e4 olevia tekij\u00f6it\u00e4 selvitettiin \u03c7\u00b2-testin ja Kruskal-Wallisin testin avulla. V\u00e4litt\u00f6m\u00e4\u00e4n interventiosta hy\u00f6tymiseen olivat yhteydess\u00e4 min\u00e4pystyvyyden vahvuus sek\u00e4 pystyvyysarvion tarkentuminen, ja viiv\u00e4stettyyn hy\u00f6tymiseen kuvien sarjallisen nime\u00e4misen nopeus. Tulosten perusteella pystyvyysuskomuksilla n\u00e4ytt\u00e4\u00e4 siis olevan merkityst\u00e4 heikkojen lukijoiden lukutaidon tukemisessa, ja t\u00e4t\u00e4 pystyvyysuskomusten roolia tulisi jatkossa selvitt\u00e4\u00e4 tarkemmin nimenomaan alakouluik\u00e4isten oppilaiden kohdalla. My\u00f6s lukemissujuvuuden kehittymist\u00e4 tulisi tutkia lis\u00e4\u00e4, jotta tiedett\u00e4isiin, millaiset tukimuodot ovat tehokkaimpia miss\u00e4kin sujuvuuden kehittymisen vaiheessa. Tarkoituksenmukaista olisi yhdist\u00e4\u00e4 oppimismotivaation ja lukutaidon tukitoimien tutkimus, jotta osattaisiin tukea heikkoja lukijoita tehokkaasti ja vahvistaa heid\u00e4n motivaatiotaan sek\u00e4 kouluajalla ett\u00e4 vapaa-ajalla tapahtuvaan lukemisharjoitteluun.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this study was to investigate the role of efficacy beliefs in literacy intervention. In transparent orthographies (like Finnish orthoraphy, wich was the context of this study) the children with reading disabilities have problems mostly with reading fluency. The study evaluated the effects of two slightly different interventions targeting reading fluency. The second objective of the study was to investigate which factors (gender, age, base-line reading skill, phonological processing, rapid automatized naming, general reading motivation, strength and accuracy of efficacy beliefs) are related to responsiveness to intervention. The participants were 77 Finnish-speaking elementary school children from grades 3 - 5, whose reading skills were one standard deviation or more weaker than normative age-level reading skills. Both intervention programs consisted of individual, computer-based practicing, which was similar for both intervention groups, and a weekly small-group rehearsal, the contents of which differed between the two groups. For one group, the small-group rehearsing included self-efficacy support and text-level fluency practice, as for the other group, the whole time was used for different fluency rehearsals. The fluency development of children in different groups during the 14-week intervention period and the 20-week follow-up period was evaluated with MANOVA for repeated measures. The fluency development was similar in both groups, when evaluated with Luksu-measure: children in both groups developed on the average at the same rate as their peers. When evaluated with the text-reading measure, however, the children in the fluency-focused group developed better than the children in the self-efficacy-group during the follow-up period. When evaluated during the whole research period, the fluency-focused group developed even better than their normally achieving peers. Thus, it seems that the fluency-focused intervention was more efficacious than the self-efficacy intervention in developing reading fluency of lower-elementary school poor readers. The responsiveness to intervention was defined as the development of text reading fluency in relation to peers, and the factors possibly in relation to responsiveness to intervention were investigated with Kruskal-Wallis-test. The factors related to immediate responsiveness were the strength of self-efficacy (measured before the intervention) and the change of accuracy of self-efficacy during the intervention. The only factor related to delayed responsiveness was rapid automatized naming of pictures of objects. The results show that efficacy-related factors may play an important role in the development of reading skills of poor lower-elementary school readers, but this role of efficacy-beliefs should be further investigated. Also the development of reading fluency should be investigated in detail to know which methods work the best for children in different phases of reading fluency development. Overall, combining learning motivation research to reading intervention research would seem a good way to develop efficient reading interventions that prompt school-time and leisure-time reading motivation of poor readers.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Johanna Hakulinen (joelhaku) on 2015-11-03 05:39:49.716563. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). 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No. of bitstreams: 2\nURN:NBN:fi:jyu-201511033582.pdf: 818111 bytes, checksum: d90b647d7b747810cda2693e520257aa (MD5)\nlicense.html: 4851 bytes, checksum: 44a5179f6a174167027f76c57989d7a7 (MD5)\n Previous issue date: 2015", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (51 sivua)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "min\u00e4pystyvyys", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Pystyvyysuskomusten merkitys suomalaisten alakoululaisten lukemissujuvuuden tukemisessa", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201511033582", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Kasvatustieteiden tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Education", "language": "en", "element": "contributor", "qualifier": 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