{"id":{"repo_id":"helsinki","oai_identifier":"oai:helda.helsinki.fi:10138/159876"},"canonical_url":"https://search.dev.ndltd.org/etd/helsinki/oai:helda.helsinki.fi:10138/159876","repository":{"repo_id":"helsinki","name":"University of Helsinki","base_url":"https://helda.helsinki.fi/server/oai/request"},"display":{"title":"Lukemisen ja kirjoittamisen (luki) riskien tunnistaminen seulontamenetelmällä ensimmäisellä luokalla ja kielellisten interventioiden vaikutukset oppilaiden lukitaitoihin","abstract":"Due to the current three-step intervention model and integration in schools, early identification of students with support needs as well as focusing support on them is becoming increasingly important. Previous studies have shown that timely and properly dimensioned support reduces the shortcomings of linguistic skills as well as learning difficulties arising from learning disabilities. At the moment, there are no tools available for enabling close monitoring or systematic evaluation of learning for special education teachers. This study set out to provide answers for the challenges brought by the current education policy. The aim of this study was to examine the suitability of a screening method developed for the first graders in a municipality in Southern Finland to identify possible support needs in linguistic development. In addition, the focus was on what kind of intervention measures were used with the students identified with the risk for dyslexia and how effective the intervention measures were. The target group of this research was 25 first grade students in a school in Southern Finland during 2012-2013. The RTI model, developed for mapping, monitoring and evaluating students' linguistic support needs, was used as research data. The screening was done in three separate phases. First, the students were screened for the risk of dyslexia and directed to linguistic intervention groups, if needed. Then the results of the intervention group were compared with a control group. The results were analysed both statistically and qualitatively. With the screening method, students with the need of support in linguistic skills were recognised. They were directed to linguistic intervention organised as part-time special education. The intervention measures were based on linguistic skills development program that was developed in the municipality-wide Kelpo project during the years 2009-2010. The results of the intervention group and the control group converged at different measuring points.This study indicated that the screening method is a suitable tool for systematic monitoring of linguistic support needs. Used with the intervention measures it has positive effects on the development of reading and writing skills among the students with the risk for dyslexia.","abstract_html":"Due to the current three-step intervention model and integration in schools, early identification of students with support needs as well as focusing support on them is becoming increasingly important. Previous studies have shown that timely and properly dimensioned support reduces the shortcomings of linguistic skills as well as learning difficulties arising from learning disabilities. At the moment, there are no tools available for enabling close monitoring or systematic evaluation of learning for special education teachers. This study set out to provide answers for the challenges brought by the current education policy. The aim of this study was to examine the suitability of a screening method developed for the first graders in a municipality in Southern Finland to identify possible support needs in linguistic development. In addition, the focus was on what kind of intervention measures were used with the students identified with the risk for dyslexia and how effective the intervention measures were. The target group of this research was 25 first grade students in a school in Southern Finland during 2012-2013. The RTI model, developed for mapping, monitoring and evaluating students' linguistic support needs, was used as research data. The screening was done in three separate phases. First, the students were screened for the risk of dyslexia and directed to linguistic intervention groups, if needed. Then the results of the intervention group were compared with a control group. The results were analysed both statistically and qualitatively. With the screening method, students with the need of support in linguistic skills were recognised. They were directed to linguistic intervention organised as part-time special education. The intervention measures were based on linguistic skills development program that was developed in the municipality-wide Kelpo project during the years 2009-2010. The results of the intervention group and the control group converged at different measuring points.This study indicated that the screening method is a suitable tool for systematic monitoring of linguistic support needs. Used with the intervention measures it has positive effects on the development of reading and writing skills among the students with the risk for dyslexia.","abstract_has_math":false,"creators":["Avelin-Torvinen, Jenna"],"institution":"Helsingfors universitet","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Helsingin yliopisto, Käyttäytymistieteellinen tiedekunta, Opettajankoulutuslaitos","University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education","Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015","date_published":"2015","updated_at":"2026-07-27T19:56:01Z","subjects":["luki-riski","seulonta","oppimisen tuki","interventio","RTI (response to intervention)"],"languages":["fin"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["URN:NBN:fi:hulib-201601281107"],"render_values":[{"text":"URN:NBN:fi:hulib-201601281107","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10138/159876","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Helsingin yliopisto, Käyttäytymistieteellinen tiedekunta, Opettajankoulutuslaitos","University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education","Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning"]},{"key":"dc:creator","label":"Author","values":["Avelin-Torvinen, Jenna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2015"]},{"key":"dc:publisher","label":"Institution","values":["Helsingfors universitet","University of Helsinki","Helsingin yliopisto"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["luki-riski","seulonta","oppimisen tuki","interventio","RTI (response to intervention)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["fin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["URN:NBN:fi:hulib-201601281107","http://hdl.handle.net/10138/159876"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Due to the current three-step intervention model and integration in schools, early identification of students with support needs as well as focusing support on them is becoming increasingly important. Previous studies have shown that timely and properly dimensioned support reduces the shortcomings of linguistic skills as well as learning difficulties arising from learning disabilities. At the moment, there are no tools available for enabling close monitoring or systematic evaluation of learning for special education teachers. This study set out to provide answers for the challenges brought by the current education policy. The aim of this study was to examine the suitability of a screening method developed for the first graders in a municipality in Southern Finland to identify possible support needs in linguistic development. In addition, the focus was on what kind of intervention measures were used with the students identified with the risk for dyslexia and how effective the intervention measures were. The target group of this research was 25 first grade students in a school in Southern Finland during 2012-2013. The RTI model, developed for mapping, monitoring and evaluating students' linguistic support needs, was used as research data. The screening was done in three separate phases. First, the students were screened for the risk of dyslexia and directed to linguistic intervention groups, if needed. Then the results of the intervention group were compared with a control group. The results were analysed both statistically and qualitatively. With the screening method, students with the need of support in linguistic skills were recognised. They were directed to linguistic intervention organised as part-time special education. The intervention measures were based on linguistic skills development program that was developed in the municipality-wide Kelpo project during the years 2009-2010. The results of the intervention group and the control group converged at different measuring points.This study indicated that the screening method is a suitable tool for systematic monitoring of linguistic support needs. Used with the intervention measures it has positive effects on the development of reading and writing skills among the students with the risk for dyslexia.","Oppimisen tuen kolmiportaisuuden sekä lisääntyvän integraation myötä oppilaiden tuen tarpeiden varhainen tunnistaminen ja tuen suuntaaminen ovat nousseet opetuksessa tärkeään asemaan. Aikaisemmat tutkimukset ovat osoittaneet oikea-aikaisen ja oikein mitoitetun tuen vähentävän kielellisten taitojen puutteista sekä oppimisvaikeuksista aiheutuvia haittoja oppimiselle. Tuen tarpeiden tunnistamiseksi tiiviin oppimisen seurannan ja systemaattisen arvioinnin mahdollistavia välineitä ei Suomessa vielä erityisopettajien tai muidenkaan oppimisesta vastaavien toimijoiden käytössä ole. Tällä tutkimuksella haluttiin vastata nykyisen koulutuspolitiikan mukanaan tuomiin oppimisen tuen järjestämisen haasteisiin. Tutkimuksessa selvitettiin eräässä eteläsuomalaisessa kunnassa 1.luokkalaisille kehitetyn seulontamenetelmän toimivuutta kielellisessä kehityksessä tukea tarvitsevien oppilaiden tunnistamisessa. Lisäksi oltiin kiinnostuneita millaisia interventioita seulonnan perusteella tuen piiriin ohjautuville ns. luki-riski oppilaille suunnataan ja millaisia vaikutuksia luki-taitojen kehittymiselle interventioilla saadaan. Tutkimuksen kohdejoukkona oli erään eteläsuomalaisen koulun 25 ensimmäisen luokan oppilasta lv.2012-2013. Tutkimusaineistona käytettiin RTI-malliin perustuvaa 1.luokkalaisten seulontamenetelmää, jonka avulla oppilaiden kielellisen tuen tarpeita kartoitettiin, seurattiin ja arvioitiin. Seulonta sisälsi kolme mittauskertaa, joista ensimmäisen perusteella luki-valmiuksissaan tukea tarvitsevat oppilaat ohjautuivat interventioihin. Muilla mittauskerroilla tuen vaikuttavuutta arvioitiin vertaamalla interventioryhmän ja kontrolliryhmän tuloksia toisiinsa. Tuloksia analysoitiin sekä tilastollisesti että laadullisesti. Seulontamenetelmällä löydettiin kielellisissä taidoissa tukea tarvitsevat oppilaat. He ohjautuivat kielellisiin interventioihin, jotka järjestettiin osa-aikaisena erityisopetuksena. Interventiot perustuivat Kelpo-projektissa v.2009-2010 kehitettyyn lukutaidon vahvistamisen ohjelmaan. Interventio- ja kontrolliryhmän tulokset lähenivät toisiaan eri mittauskerroilla. Tämä tutkimus osoitti, että seulontamenetelmä sopii tuen tarpeiden systemaattisen seurannan välineeksi. Interventioilla saavutettiin myönteisiä vaikutuksia luki-riski oppilaiden lukitaitojen kehittymiseen."]},{"key":"dc:title","label":"Title","values":["Lukemisen ja kirjoittamisen (luki) riskien tunnistaminen seulontamenetelmällä ensimmäisellä luokalla ja kielellisten interventioiden vaikutukset oppilaiden lukitaitoihin"]}]}],"canonical_facts":{"dc:contributor":["Helsingin yliopisto, Käyttäytymistieteellinen tiedekunta, Opettajankoulutuslaitos","University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education","Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning"],"dc:creator":["Avelin-Torvinen, Jenna"],"dc:date.issued":["2015"],"dc:description.abstract":["Due to the current three-step intervention model and integration in schools, early identification of students with support needs as well as focusing support on them is becoming increasingly important. Previous studies have shown that timely and properly dimensioned support reduces the shortcomings of linguistic skills as well as learning difficulties arising from learning disabilities. At the moment, there are no tools available for enabling close monitoring or systematic evaluation of learning for special education teachers. This study set out to provide answers for the challenges brought by the current education policy. The aim of this study was to examine the suitability of a screening method developed for the first graders in a municipality in Southern Finland to identify possible support needs in linguistic development. In addition, the focus was on what kind of intervention measures were used with the students identified with the risk for dyslexia and how effective the intervention measures were. The target group of this research was 25 first grade students in a school in Southern Finland during 2012-2013. The RTI model, developed for mapping, monitoring and evaluating students' linguistic support needs, was used as research data. The screening was done in three separate phases. First, the students were screened for the risk of dyslexia and directed to linguistic intervention groups, if needed. Then the results of the intervention group were compared with a control group. The results were analysed both statistically and qualitatively. With the screening method, students with the need of support in linguistic skills were recognised. They were directed to linguistic intervention organised as part-time special education. The intervention measures were based on linguistic skills development program that was developed in the municipality-wide Kelpo project during the years 2009-2010. The results of the intervention group and the control group converged at different measuring points.This study indicated that the screening method is a suitable tool for systematic monitoring of linguistic support needs. Used with the intervention measures it has positive effects on the development of reading and writing skills among the students with the risk for dyslexia.","Oppimisen tuen kolmiportaisuuden sekä lisääntyvän integraation myötä oppilaiden tuen tarpeiden varhainen tunnistaminen ja tuen suuntaaminen ovat nousseet opetuksessa tärkeään asemaan. Aikaisemmat tutkimukset ovat osoittaneet oikea-aikaisen ja oikein mitoitetun tuen vähentävän kielellisten taitojen puutteista sekä oppimisvaikeuksista aiheutuvia haittoja oppimiselle. Tuen tarpeiden tunnistamiseksi tiiviin oppimisen seurannan ja systemaattisen arvioinnin mahdollistavia välineitä ei Suomessa vielä erityisopettajien tai muidenkaan oppimisesta vastaavien toimijoiden käytössä ole. Tällä tutkimuksella haluttiin vastata nykyisen koulutuspolitiikan mukanaan tuomiin oppimisen tuen järjestämisen haasteisiin. Tutkimuksessa selvitettiin eräässä eteläsuomalaisessa kunnassa 1.luokkalaisille kehitetyn seulontamenetelmän toimivuutta kielellisessä kehityksessä tukea tarvitsevien oppilaiden tunnistamisessa. Lisäksi oltiin kiinnostuneita millaisia interventioita seulonnan perusteella tuen piiriin ohjautuville ns. luki-riski oppilaille suunnataan ja millaisia vaikutuksia luki-taitojen kehittymiselle interventioilla saadaan. Tutkimuksen kohdejoukkona oli erään eteläsuomalaisen koulun 25 ensimmäisen luokan oppilasta lv.2012-2013. Tutkimusaineistona käytettiin RTI-malliin perustuvaa 1.luokkalaisten seulontamenetelmää, jonka avulla oppilaiden kielellisen tuen tarpeita kartoitettiin, seurattiin ja arvioitiin. Seulonta sisälsi kolme mittauskertaa, joista ensimmäisen perusteella luki-valmiuksissaan tukea tarvitsevat oppilaat ohjautuivat interventioihin. Muilla mittauskerroilla tuen vaikuttavuutta arvioitiin vertaamalla interventioryhmän ja kontrolliryhmän tuloksia toisiinsa. Tuloksia analysoitiin sekä tilastollisesti että laadullisesti. Seulontamenetelmällä löydettiin kielellisissä taidoissa tukea tarvitsevat oppilaat. He ohjautuivat kielellisiin interventioihin, jotka järjestettiin osa-aikaisena erityisopetuksena. Interventiot perustuivat Kelpo-projektissa v.2009-2010 kehitettyyn lukutaidon vahvistamisen ohjelmaan. Interventio- ja kontrolliryhmän tulokset lähenivät toisiaan eri mittauskerroilla. Tämä tutkimus osoitti, että seulontamenetelmä sopii tuen tarpeiden systemaattisen seurannan välineeksi. Interventioilla saavutettiin myönteisiä vaikutuksia luki-riski oppilaiden lukitaitojen kehittymiseen."],"dc:identifier.uri":["URN:NBN:fi:hulib-201601281107","http://hdl.handle.net/10138/159876"],"dc:language.iso":["fin"],"dc:publisher":["Helsingfors universitet","University of Helsinki","Helsingin yliopisto"],"dc:subject":["luki-riski","seulonta","oppimisen tuki","interventio","RTI (response to intervention)"],"dc:title":["Lukemisen ja kirjoittamisen (luki) riskien tunnistaminen seulontamenetelmällä ensimmäisellä luokalla ja kielellisten interventioiden vaikutukset oppilaiden lukitaitoihin"]},"updated_at":"2026-07-27T19:56:01Z"}