Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/17424
Tilgangur rannsóknarinnar var að kanna hvort málþroskamælingar við fimm ára aldur spái fyrir um ýmsa félagslega og sálræna þætti síðar á lífsleiðinni. Árin 1997 og 1998 var athugaður málþroski 267 leikskólabarna með HLJÓM-2-prófinu. Þessi
börn, sem eru nú orðin fullorðin (18 og 19 ára), voru í þessari rannsókn beðin að svara rafrænum spurningalista um ýmsa þætti, meðal annars reynslu þeirra af grunnskólagöngu sinni, hvort þau hefðu verið greind meðþætti sem hamla þeim ínámi og hvort þau hefðu stundað nám að loknum grunnskóla. Niðurstöður sýndu
marktæk tengsl milli árangurs á HLJÓM-2 og margra þessara þátta. Þau sem höfðusýnt slakan árangur á HLJÓM-2 fannst námið í grunnskóla bæði erfiðara og leiðinlegra, þeim hafði frekar verið strítt eða þau lögð í einelti og höfðu frekar verið í sérkennslu en þau sem hafði gengið betur á HLJÓM-2. Þessi sami hópur var einnig líklegri til að vera með greiningar um örðugleika, til dæmis var rúmlega fjórðungur þeirra sem sýndu slakan árangur á HLJÓM-2 með greiningu um athyglisbrest og
fjórðungur með námsörðugleika. Af þeim sem gekk vel á HLJÓM-2 voru aftur á móti 12% með greiningu um athyglisbrest og 2% með námsörðugleika. Ljóst er að slakur árangur á HLJÓM-2 spáir
ekki aðeins fyrir um slakan árangur í námi heldur hefur hann einnig forspárgildi um slæmareynslu úr grunnskóla. Mikilvægt er að betri samvinna og samskipti um viðbrögð við niðurstöðum á HLJÓM-2 náist milli leikskóla og grunnskóla. Þannig mætti koma betur til móts við þarfir nemenda í áhættu og draga úr eða koma í veg fyrir neikvæða reynslu þeirra í grunnskóla.
The purpose of this longitudinal study was to investigate whether language assessment at five years of age can predict various social and psychological aspects later in life. In 1997 and 1998, the language abilities of 267 preschool children in Iceland were examined with the HLJÓM-2. The HLJÓM-2 is a test evaluating the phonological awareness of preschool children and is administered in
the majority of preschools in Iceland. It is a screening tool designed specifically
for preschool teachers to identify children at risk of developing reading difficulties.
Preschool teachers can administer this test only after receiving special
training. Previous studies (Amalía Björnsdóttir, Ingibjörg Símonardóttir og Jóhanna
T. Einarsdóttir, 2003; Jóhanna T. Einarsdóttir, Ingibjörg Símonardóttir og
Amalía Björnsdóttir, 2011) have shown that the test results can predict later
reading and academic achievement. The children in the original study are young
adults (ages 18 and 19) and have completed compulsory school. They were contacted
in 2011 and invited to take part in this longitudinal study on language assessment
and academic achievement and to complete an online questionnaire on
various social and psychological aspects of their life. Of the original 267 participants,
266 were alive, and 221 (83%) completed the online questionnaire and
gave permission to have their answers linked to the results of the language assessment
they had taken as preschoolers. The online questionnaire included
questions on various aspects of the participants’ lives, including experiences in
compulsory school, whether they had have been diagnosed with conditions that
interfere with learning and whether they were attending or had attended secondary
school. The average performance of the participants who completed the
questionnaire was higher on the HLJÓM-2 (M = 43.8, sd = 13.57) than the performance
of those who did not want to participate or whom researchers were not able
to locate (M=35.5 points, sd=13.27) (t (47.5)=3.48, p=0.001). This indicates that
students who scored low on the HLJÓM-2 in preschool were less likely to participate
in the second phase of the study compared with those who scored higher,
which could influence the results.
The results showed a relationship (chi-square test p<.05) between HLJÓM-2 scores
and many of the factors asked about in the questionnaire. Those who exhibited
poor performance (at least one standard deviation below the mean) on the
HLJÓM-2 found compulsory school more difficult (p<.001) and found it less enjoyable
(p=.002), were more likely to be teased and bullied (p=.036), and were also
more likely to be placed in special education classes (p=.001) when compared
with those who scored higher (at least one standard deviation above the mean)
on the HLJÓM-2. For example, 78% of the participants who scored high on
HLJÓM-2 found compulsory school to be enjoyable, but only 37% of those with
low scores found it enjoyable. Of those who had scored low on the HLJÓM-2,
37% later received special education services compared to 4% of those who
scored high. Nearly one-third of participants with low scores found the studies in
compulsory school difficult, as opposed to only 4% of those with high scores.
The majority of the respondents, or 57%, said they had learned to read in first
grade or before they started compulsory school. Of those with high scores on the
HLJÓM-2, 87% said they learned to read in first grade or prior, but only 38% of
those with low scores reported having learned to read at that age. There was no
difference in participants on their own assessments of their reading or spelling
abilities based on scores on the HLJÓM-2. This came as a surprise because previous
research with the same participants had shown a strong correlation between
the scores on HLJÓM-2 and scores on national tests in grades 4, 7, and 10.
The lower scoring group was also more likely to be diagnosed with ADHD and
learning disabilities (around a quarter of the participants) when compared to 12%
being diagnosed with ADHD and 2% with learning disabilities in the group that
scored higher on the HLJÓM-2.
Clearly, weak performance on the HLJÓM-2 predicts not only poor academic
achievement but is also related to negative experiences of compulsory school
and an increased likelihood of conditions that interfere with learning. The results
should encourage better cooperation and communication between preschool and
compulsory school to improve services and provide effective support to children
at risk.
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