Gintautas Šilinskas|Eija Pakarinen|Marja?Kristiina Lerkkanen|Anna?Maija Poikkeus|Jari?Erik Nurmi
Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties
University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Jyväskylä
purpose present study establish quality kindergarten classroom interactions frequency literacy activities affect reading development among grade 1 childrenboth risk risk developing reading difficulties interaction assessed terms classroom organization level emotional instructional support offered 49 kindergarten classrooms finland using class classroom assessment scoring system kindergarten teachers also recorded frequency literacy activities classrooms phonological awareness letter knowledge 515 children ie prereading skills assessed end kindergarten reading skills start end grade 1 eightyseven children identified kindergarten likely develop reading difficulties results showed emotional support classroom organization kindergarten positively associated development childrens reading skills across grade 1 especially prone reading difficulties also showed frequent literacy activities kindergarten positively related childrens reading skills shortly entering grade 1 positive longitudinal associations stronger children seen risk developing reading difficulties risk