Lukemisen ja kirjoittamisen (luki) riskien tunnistaminen seulontamenetelmällä ensimmäisellä luokalla ja kielellisten interventioiden vaikutukset oppilaiden lukitaitoihin
type: CreativeWork
description: 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…
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…
author: Avelin-Torvinen, Jenna
language: fin
keywords: luki-riski, seulonta, oppimisen tuki, interventio, RTI (response to intervention)
date published: 2015
date modified: 2026-07-27T19:56:01Z
provider: University of Helsinki
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Helsingfors universitet

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10138/159876