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- Kerestes, Gordana, et al.
(författare)
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The Importance of Fluency in Reading: A Comparison of English, Swedish, Croatian, and Estonian
- 2024
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Ingår i: READING PSYCHOLOGY. - 0270-2711 .- 1521-0685.
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Tidskriftsartikel (refereegranskat)abstract
- We report results from children learning to read in one of four different languages: Croatian, English, Estonian and Swedish. The languages all have an alphabetical script but vary greatly on the dimension deep-shallow (or complexity-simplicity, or opacity-transparency), i.e., how close orthography and phonology are related. These languages also vary in the complexity and type of grammatical structure. We used tasks to measure phonological awareness, morpho-syntactic processing, word and pseudoword identification speed, working memory, and reading comprehension. In English, Swedish, and Croatian, fluency was the most significant predictor of reading comprehension. In Estonian, morpho-syntactic awareness was the most significant predictor, although reading fluency was a close second. Fluency was of primary importance in reading comprehension because the limitations of working memory result in fast decay of input information. Therefore, it is important to read with fluency for proper text comprehension.
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- Peterson, Tiina, et al.
(författare)
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Professionalism of preschool teachers in Estonia, Finland, Sweden and Hungary
- 2016
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Ingår i: European Early Childhood Education Research Journal. - 1350-293X .- 1752-1807. ; 24:1, s. 136-156
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Tidskriftsartikel (refereegranskat)abstract
- The current study investigated the ratings of Estonian, Finnish, Swedish and Hungarian preschool teachers and principals regarding the professionalism of preschool teachers within a cross-cultural context. According to reports commissioned by the European Commission and OECD, the professionalism of preschool teachers is a key factor in ensuring the quality of early childhood education. The study is based on the contextual approach in the bio-ecological theory and critical ecology theory of early childhood professionalism. The research question was: what are ratings of principals and teachers regarding the professionalism of preschool teachers in interaction and family involvement, the planning of education and the evaluation of children's development, using teaching strategies and support for professional development, creating a growth environment and the development of values. Structured questionnaires were conducted, the sample consisted of teachers and principals in Estonian (174/118), Finnish (82/84), Swedish (117/96) and Hungarian (111/99) preschools. In the comparison of the results from the four countries, there were similarities between the views of Finnish and Swedish teachers and principals and between Estonian and Hungarian teachers and principals. Differences between the countries were significant and depended on the context of the individual countries. Highest mean ratings were given by Estonian and Hungarian principals and Estonian teachers to creating growth environment. Development of values was evaluated highest by Finnish principals and teachers. Swedish teachers evaluated teaching strategies highly. The statements that got the lowest evaluation rate by all interest groups were family involvement and professional development.
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- Veisson, Marika, 1949
(författare)
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Disabled Children - The psychological status of parents and the social network of siblings
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the present dissertation I survey the results of research carried out in Estonia andSweden regarding the personality characteristics, self-esteem, emotional states anddepression symptoms in parents of disabled children. Social relations and self-esteem of siblings of disabled children are also investigated. The general aim of thecurrent study was to investigate the situation of the parents and siblings ofintellectually disabled children. The first aim was to measure personalitycharacteristics and self-esteem in parents of disabled children and parents of non-disabled children in Sweden and in Estonia. The second aim was to comparepersonality characteristics of parents of disabled children with Estonian norms forthe general population. The third aim was to tind out if there were any differencesbetween parents of disabled children and non-disabled children with reference fodepression symptoms and emotional states. The fourth aim of this study was to findout whether siblings of disabled children differ with respect to social relations, atschool and at home, personality and self-esteem compared to a control group.The methods used in the tirst study were the Adjective Check List (ACL) by Goughand Heilbrun (1983), Eysenck Personality Inventory; EPI (1987) and Self-EsteemInventories, Adult form (SEI) by Coopersmith (1990). In the second study I used ative-factor personality inventoq (NEO-PI). The third investigation was carried outin Estonia and focused on depressive symptoms and emotional states. BeckDepression Inventory (Beck et al., 1961) and emotional states scale by Leskinen(1994) were used. In the fourth investigation sixty siblings of disabled children and acontrol group of sixty siblings of normally developed children aged 12 to 14 werestudied. A questionnaire developed by Andersson (1997) was used.Comparisons of the two parent groups did not give any statistically significantdifferences with respect to EPI and SE1 in the Swedish-Estonian study (Lawenius, &Veisson, 1996). However, the results of the Estonian study showed that parents ofdisabled children were significantly more introvert than parents of non-disabledchildren. Comparisons of personality characteristics between the two groups gavethe following results: 1) mothers and fathers of disabled children have a signiticantlylower Extraversion and Openness level compared to the Estonian norms for womenand men; 2) in Neuroticism mothers of disabled children score higher than theEstonian women s norm, but fathers score higher only in some Neuroticism facets;3) concerning Agreeableness, neither mothers nor fathers differ from Estoniannorms; 4) in Conscientiousness fathers of disabled children score higher than thenorms for men, but the data of mothers do not differ. The results of the third studyshowed that parents, especially mothers of disabled children, had signiticantly morenegative emotional states and also significantly more depressive symptoms thanparents in the control group. Signiticant differences in depression symptoms betweenthe disabled and control parent groups were found in most cases. In the siblinginvestigation (fourth study) the results showed that there were a number ofsignificant differences bemeen the two groups.Key words: Parents, children, mental retardation, siblings of disabled children,personality traits, depression symptoms, emotional states, siblings social relations.Marika Veisson, Tallinn Pedagogical University, Narva Road 25, 10120 Tallinn, Estonia. Fax: 372 6409118, E-mail: veissonm@tpu.ee.ISSN 11O1-718X ISRN GU/PSYK/AVH--78--SE
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