is Íslenska en English

Grein

Háskóli Íslands > Menntavísindasvið > Rafræn tímarit >

Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/17424

Titill: 
  • Langtímarannsókn á forspárgildi málþroskaathugana við 5–6 ára aldur um síðari líðan og reynslu
Útgáfa: 
  • Desember 2013
Útdráttur: 
  • 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.

  • Útdráttur er á ensku

    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.

Birtist í: 
  • Netla
ISSN: 
  • 1670-0244
Samþykkt: 
  • 4.3.2014
URI: 
  • http://hdl.handle.net/1946/17424


Skrár
Skráarnafn Stærð AðgangurLýsingSkráartegund 
langtímarannsókn.pdf441.73 kBOpinnHeildartextiPDFSkoða/Opna