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[{"key": "dc.contributor.advisor", "value": "Kiuru, Noona", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Kettunen, Emilia", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "P\u00e4ivinen, Antti", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2017-06-26T13:42:09Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2017-06-26T13:42:09Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2017", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1723674", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/54672", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4 tutkimus oli osa vuosina 2014 - 2016 toteutettua TIKAPUU \u2013 alakoulusta yl\u00e4kouluun tutkimushanketta. Tutkimuksemme tavoitteena oli selvitt\u00e4\u00e4, ovatko lukemisvaikeudet yhteydess\u00e4 nuorten psykofysiologisiin reaktioihin alkuorientaatiossa sek\u00e4 helpoissa tai vaikeissa lukemisen teht\u00e4viss\u00e4. Tarkastelimme my\u00f6s teht\u00e4vien koetun vaikeustason ja virheiden vaikutusta n\u00e4ihin reaktioihin sek\u00e4 sit\u00e4, miten ne n\u00e4kyv\u00e4t eri lukemisen osaamistasoryhmill\u00e4. Tutkimuksemme otos koostui 103 kuudesluokkalaisesta, jotka jaettiin lukemisen osaamistason perusteella kolmeen ryhm\u00e4\u00e4n: nuoriin, joilla ei ollut lukemisen vaikeuksia (n = 52), nuoriin, joilla oli lievi\u00e4 lukemisen vaikeuksia (n = 24) ja nuoriin, joilla oli suuria lukemisen vaikeuksia (n = 27). Oppilaiden lukutaitoja arvioitiin luokkahuoneymp\u00e4rist\u00f6ss\u00e4 kahdella sanatason lukemisen osatestill\u00e4 ja Salzburgin lauseen lukemistestin lyhyell\u00e4 versiolla. Psykofysiologisten reaktioiden mittareina olivat ihon s\u00e4hk\u00f6njohtavuus, syd\u00e4men ly\u00f6ntitiheys sek\u00e4 fysiologista stressi\u00e4 mittaavat stressi- ja rentoutumisindeksit, joita nuorilta mitattiin yksil\u00f6tutkimuksissa.\r\nTutkimuksemme merkitt\u00e4vi\u00e4 tuloksia olivat se, ett\u00e4 niill\u00e4 nuorilla, joilla ei ollut lukemisen vaikeuksia, fysiologinen rentoutuneisuus (ARV) oli suurempaa alkuorientaation aikana verrattuna niihin nuoriin, joilla oli lievi\u00e4 lukemisen vaikeuksia. Lievien lukemisen vaikeuksien ryhm\u00e4ss\u00e4 teht\u00e4vien koettu vaikeusaste oli my\u00f6s positiivisesti yhteydess\u00e4 fysiologiseen rentoutuneisuuteen (RSA) helppojen teht\u00e4vien aikana. Teht\u00e4vien koettu vaikeusaste oli negatiivisesti yhteydess\u00e4 syd\u00e4men sykkeeseen (HR) ja positiivisesti fysiologiseen rentoutuneisuuteen (HF). Vaikeiden teht\u00e4vien aikana tehtyjen virheiden m\u00e4\u00e4r\u00e4 oli positiivisesti yhteydess\u00e4 fysiologiseen rentoutuneisuuteen (ARV). Lis\u00e4ksi suuntaa-antavien tulostemme mukaan ne nuoret, joilla ei ollut lukemisen vaikeuksia tai vaikeudet olivat lievi\u00e4, kokivat enemm\u00e4n fysiologista stressi\u00e4 sek\u00e4 helppojen ett\u00e4 vaikeiden teht\u00e4vien aikana kuin he, joilla vaikeudet olivat suuria. Suuntaa-antavat tuloksemme osoittivat my\u00f6s, ett\u00e4 mit\u00e4 vaikeammaksi nuoret kokivat teht\u00e4v\u00e4n ja / tai mit\u00e4 enemm\u00e4n he tekiv\u00e4t virheit\u00e4 sek\u00e4 helppojen ett\u00e4 vaikeiden teht\u00e4vien aikana, sit\u00e4 v\u00e4hemm\u00e4n he kokivat fysiologista stressi\u00e4. Sen valossa, ett\u00e4 lukemisvaikeudet ovat kasvava ongelma Suomessa ja, - kuten sek\u00e4 tuloksemme ett\u00e4 aikaisemmat tutkimukset osoittavat -, nuoret kokevat kouluymp\u00e4rist\u00f6ss\u00e4 jatkuvasti heid\u00e4n oppimiseensa vaikuttavia emootioiden muutoksia, t\u00e4h\u00e4n asiaan pit\u00e4isi kiinnitt\u00e4\u00e4 entist\u00e4 enemm\u00e4n huomiota kouluymp\u00e4rist\u00f6ss\u00e4. Erot lukemisvaikeuksien laadussa ja psykofysiologisissa reaktioissa lis\u00e4\u00e4v\u00e4t my\u00f6s tarvetta yksil\u00f6lliseen opetukseen. Koulut voisivat ottaa n\u00e4m\u00e4 asiat huomioon esimerkiksi opetussuunnitelmissa sek\u00e4 eritasoisten oppilaiden tukemisessa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "This study was part of STAIRWAY \u2013 From Primary School to Secondary School Study in which the data was collected during 2014-2016. Our study aimed to examine if reading difficulties were connected to adolescents\u2019 psychophysiological reactions in the beginning orientation and during easy and hard reading tasks. We also investigated how student perception of the task difficulty and the amount of errors in the tasks affected psychophysiological reactions and how would they differ between the reading skill levels. Our sample consisted of 6th graders (n = 103), which were divided into three groups depending on their reading skills: no reading difficulties (n = 52), mild reading difficulties (n = 24) and great difficulties (n = 27). The students\u2019 reading skills were evaluated in a class environment with two word reading tests and Salzburg Reading Desk\u2019s short version. The psychophysiological measures were skin conductance, heart rate and various indices of physiological stress and relaxation.\r\nWe found some significant results in our study. Students without reading difficulties had greater physiological relaxation (ARV) during beginning orientation compared to the young who had mild reading difficulties. Within the mild reading difficulties group, student perception of the task difficulty had also positive connection to physiological relaxation (RSA) during easy tasks. Student perception of the task difficulty had a negative connection to heart rate (HR) and positive connection to physiological relaxation (HF). During hard tasks the amount of errors had a positive connection to physiological relaxation (ARV). Besides significant results we found some marginally significant results. According to these results, groups that had no reading difficulties or mild difficulties, had more physiological stress during easy and hard tasks compared to the group with great reading difficulties. Also, when the subjects felt the tasks were harder and / or they made more mistakes, they felt less physiological stress. \r\nReading difficulties are an ever-increasing problem in Finland and \u2013 as our study and the previous findings suggest - the young people constantly feel changes in emotions that affect their learning. Also, differences in the quality of reading difficulties and psychophysiological reactions raise demand for individual education. Schools could take these issues under consideration when planning the curriculum and in how they can support different kinds of students.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Emilia Kettunen (emmakett) on 2017-06-26 13:42:08.874971. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). 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No. of bitstreams: 2\r\nURN:NBN:fi:jyu-201706263047.pdf: 1005358 bytes, checksum: c3a8a9a761e26a2976d3bf868040a32c (MD5)\r\nlicense.html: 5243 bytes, checksum: f866834ec0f58658982210049c3294cd (MD5)\r\n Previous issue date: 2017", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (53 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": "lukemisvaikeudet", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "psykofysiologia", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "autonominen hermosto", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "ihon s\u00e4hk\u00f6njohtavuus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "sykevaihtelu", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "varhaisnuoret", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Lukemisvaikeuksien yhteys ihon s\u00e4hk\u00f6njohtavuuteen ja syd\u00e4men sykevaihteluun helpoissa ja vaikeissa lukemisteht\u00e4viss\u00e4 sek\u00e4 virheiden vaikutus n\u00e4ihin reaktioihin", "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-201706263047", "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 ja psykologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Education and Psychology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Psykologian laitos", "language": "fi", "element": "contributor", "qualifier": "department", 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