TOWARDS OPTIMAL SCAFFOLDING OF LOW ACHIEVERS’ LEARNING : combining intertwined, dynamic, and multi-domain perspectives

This dissertation aims to contribute to the optimal scaffolding of low achievers’ learning. Scaffolding research has traditionally concentrated on teachers’ short-term support and, thus, has not scrutinized the calibration of long-term support for students’ learning. The aim of this dissertation is to theoretically and empirically deepen our understanding of scaffolding and learning as intertwined, dynamic, and multi-domain processes. Methodologically, the aim is to develop tools to systematically analyze intertwined multi-domain scaffolding and learning dynamics. With these tools, the opportunities created and taken up during interactions by both low achievers and their teachers are scrutinized and integrated to unveil both low achievers’ readiness for challenges and teachers’ flexibility in calibrating scaffolding to students’ needs. On a practical level, by developing and identifying scaffolding practices, this dissertation aims to promote and explore teachers’ professional development in optimal scaffolding. To achieve these aims, this dissertation comprises four intervention studies. The mixed methods approach, including carefully designed tests, quasi-experimental and single-subject designs, and longitudinal in-depth case studies with systematic interaction video-observations, was used in the studies. In Study I, the aim was to determine the effectiveness of multi-domain scaffolding in supporting low achievers’ learning. We designed an intervention to develop the cognitive–metacognitive and motivational–emotional domains needed in mathematical word problem solving. To overcome challenges reported in earlier studies on scaffolding low achievers’ complex skills, our intervention combined teacher scaffolding with word problems embedded in a computer-supported adventure game. During the instructional discussions, the students were scaffolded to become active, strategic, and motivated problem solvers. Altogether, 429 general education fourth grade 10-year-old students participated. Intervention students (n = 8) and two pairwise-matched controls for each intervention student (n = 16) were selected from the lowachievers in word problem solving among the total sample. Intervention students participated in the intervention in pairs during 14 game lessons. Each lesson lasted approximately 45 minutes. At the group level, some positive and lasting effects for the intervention group’s word problem solving were indicated by the statistical test results and effect sizes from the pre-test, post-test, and follow-up test comparisons. After the intervention, the intervention group’s word problem solving skills no longer differed from those of the other students (n = 405), who served as a comparison group to establish the typical skill level of the age group. By contrast, the control groups’ skills still were below the typical level. When the individual learning dynamics behind the group level were scrutinized, large intra- and inter-individual variability were identified. Observations showed the power of the innovative learning environment in deepening students’ engagement in problem solving, but also the challenges in scaffolding low achievers’ complex skills. It was concluded that low achievers’ word problem solving skills progress when they are given intensive and systematic multi-domain teacher scaffolding in a carefully designed computer-supported learning environment. The interesting variability in the low achievers’ development and the vital role of the instructional discussion between the low achievers and the teacher highlighted the importance of in-depth analysis of multi-domain scaffolding interactions to deepen our understanding of the most optimal ways to scaffold low achievers and formed the basis of Studies II to IV. In Study II, the aim was to establish the potential of dynamic interaction analysis to study scaffolding. We introduced an educational application of the State Space Grid (SSG) method for analyzing teachers’ scaffolding in relation to students’ learning in real time. We also built a theoretically integrated optimal scaffolding model that uses concepts of interpersonal positioning, creation, and the take-up of opportunities to interpret interactions illustrated with SSGs. Based on the optimal scaffolding model, during scaffolding, students are positioned by moment-to-moment opportunities to participate in particular ways. Over time, these interpersonal positions establish diverse learning trajectories. To successfully support learning in the cognitive–metacognitive domain, scaffolding was supposed to include both dynamic matches between opportunities created by the teacher and taken up by the students and opportunities created by the teacher at a higher level than the students’ following participation. Methodological illustrations were produced by analysing from videotapes the strategic levels of opportunities created and taken up between a special education teacher and three fourth-grade low achievers during three lessons in a multi-domain small-group reading comprehension intervention. The results showed that teacher domination and interaction at low matched levels were very typical. Interactions at high levels were rare. Missed opportunities were observed when the teacher created high-level opportunities, but faced challenges in pulling low achievers to this level or failed to take up opportunities created by the low achievers. These missed opportunities showed that the teacher had difficulties calibrating her level of scaffolding to pull the lowachievers toward new levels of independent activity. With these methodological illustrations, we established the power of SSGs for representing and analyzing instructional match and mismatch in the cognitive–metacognitive domain. We also showed that studying scaffolding interactions has great potential for understanding teachers’ expertise and the dynamics behind resistance and resilience to learning. The methodological and theoretical progress made in Study II formed the basis for scrutinizing long-term scaffolding interactions with more cases in Study III. In Study III, the aim was to deepen understanding of the intertwined and dynamic nature of evolving scaffolding patterns in the cognitive–metacognitive domain. We further developed the optimal scaffolding model and applications of the SSG method for studying long-term scaffolding. To capture opportunities created and taken up during extended processes, all intervention lessons in two small groups were analyzed from videotapes (19 lessons/group, altogether 21,428 contributions). Both groups participated in the reading comprehension intervention developed in Study II, and interactions were analysed in the same way as in Study II. The results demonstrated that low-level matches were too typical and high-level matches too rare also during long-term scaffolding. Based on the optimal scaffolding model, we expected an increase in high-level matches and a decrease in low-level matches during the intervention. However, there were no linear changes in the matched interactions. The most promising but, unfortunately, frequently missed potential emerged when the teacher or the low achievers created opportunities by participating at a higher level than the other participant. We expected an increase in opportunities created by the teacher during the intervention. However, one of the two teachers did not increase and the other even decreased high-level opportunities. Interestingly, there was a linear increase in the high-level opportunities created by the low achievers in both groups. Unfortunately, the teachers did not flexibly take up the low achievers’ increasing readiness for high-level participation. Interesting group differences, fluctuations and non-linear developments were also found. This study deepened our understanding of the intertwined and dynamic nature of cognitive–metacognitive scaffolding and emphasized the need to continue developing collaborations between researchers and teachers to increase optimal scaffolding. Future research was challenged to understand the scaffolding in both the cognitive–metacognitive and the motivational–emotional domains to deepen the understanding of the systemic formation and maintenance of learning dynamics. In Study IV, we took the next step towards this grand goal by scrutinizing teachers’ emotional scaffolding. In Study IV, the aim was to gain insight into the nature and evolution of scaffolding in the motivational–emotional domain. We developed a systematical observation method to deepen the understanding of teachers’ emotional scaffolding and its variation during interaction processes. Methodological illustrations were produced by analysing from videotapes the teachers’ emotional support in a multi-domain dialogic story readingintervention. Videos from four preschool teachers were used to develop emotional support categories based on the Classroom Assessment Scoring System. Using the developed categories, we observed the positive, neutral, and negative emotional support of the other two preschool teachers, called here Petra and Leena, developmentally across the intervention during three sessions, variation of emotional support during single reading sessions and typical expressions of emotional support. The results showed that both preschool teachers provided mainly positive or neutral emotional support and seldom negative emotional support. Leena provided more positive emotional support and had more and longer consistent phases in her emotional support than Petra, whose emotional support was mainly neutral. However, Leena’s emotional support showed more inter-session variation than Petra’s. Consistent, harmful-to-learning phases (variations between negative and neutral emotional support) were observed in Petra’s mainly neutral emotional support in each session. Positive emotional support typically manifested as engaged reading, positive feedback, and encouraging facial expressions. Negative emotional support was typically shown by insensitivity and inflexibility to the children’s perspectives. With the help of the systematic observation method, it was possible to scrutinize the differences between the cases and both the stability and the variability of emotional support. The developed emotional support classification offers an in-depth method for recognizing the strengths and weaknesses of emotional support. Applying this classification to other kinds of interaction contexts, skill levels, and age groups would increase the understanding of emotional support in different contexts. In the future, emotional interaction could also be investigated from the perspective of the children to deepen the understanding of the complex systemic nature of emotional interactions by showing how children’s participation is intertwined with emotional support. Taken together, the four studies demonstrated that, to progress towards optimal scaffolding of low achievers’ learning, scaffolding needs to be scrutinized not only theoretically, but also empirically by combining intertwined, dynamic, and multi-domain perspectives. Variability of learning dynamics within and between students emphasizes that the careful, on-going calibration of the multi-domain support from the teacher and the learning environment are vital in optimally scaffolding each student’s progress towards learning goals during long-term interventions. New methods developed to systematically analyze and represent educationally meaningful multi-domain interaction patterns revealed several challenges in scaffolding low achievers. Low-level matches were too typical and high-level matches too rare. This highlights a need to strengthen teachers’ skills in scaffolding students’ take-up of high-level opportunities, which are pivotal for their learning of complex cognitive–metacognitive skills. Teachers should also sensitively listen to and flexibly follow up on opportunities created by their students by joining them in interactions directed towards the learning goals. The scaffolding interactions did not gradually move towards high levels even though it was expected to happen during the long-term intervention. The low achieversshowed increasing readiness for high-level participation; however, unfortunately, this was not flexibly taken up by the teachers. Based on the findings of this dissertation, we need to carefully consider how to optimally spend the precious time we can afford for scaffolding low achievers. The scaffolding interactions should focus on or at least gradually move towards focusing on high strategic and meta-strategic levels during long-term processes. To construct optimal cognitive–metacognitive scaffolding backed by consistent positive emotional support, we also need to pay greater attention to emotional support. Otherwise, the limited resources are non-optimally used for supporting low achievers’ learning of complex skills.KOHTI OPPIMISVAIKEUSOPPILAIDEN OPPIMISEN OPTIMAALISTA OHJAUSTA: Yhteenkietoutuneisuuden, dynaamisuuden ja moniulotteisuuden näkökulmia yhdistellen Tämä väitöskirja pyrkii edistämään oppimisvaikeusoppilaiden oppimisen optimaalista ohjaamista. Ohjausvuorovaikutustutkimus on perinteisesti keskittynyt opettajien lyhytkestoiseen tukeen eikä ole huolellisesti tarkastellut ohjauksen yhteensovittumista oppilaiden oppimisen kanssa pitkäkestoisissa prosesseissa. Tämän väitöskirjan tavoitteena on teoreettisesti ja empiirisesti syventää ymmärrystämme ohjauksesta ja oppimisesta yhteenkietoutuneina, kehityksellisesti vaihtelevina ja moniulotteisina prosesseina. Menetelmällisesti tavoitteena on kehittää välineitä systemaattisesti analysoida ohjauksen ja oppimisen yhteenkietoutunutta moniulotteista dynamiikkaa. Näiden välineiden avulla tarkastellaan ja integroidaan sekä oppimisvaikeusoppilaiden että opettajien luomia ja toteuttamia mahdollisuuksia. Näin voidaan selvittää sekä oppimisvaikeusoppilaiden valmiutta tarttua haasteisiin että opettajien joustavuutta sovittaa ohjaustaan oppilaiden oppimistarpeisiin. Käytännön tavoitteena on edistää opettajien ammatillista kehittymistä optimaalisen ohjausvuorovaikutuksen toteuttamisessa tunnistamalla ja kehittämällä oppimisen ohjaustapoja. Näiden tavoitteiden saavuttamiseksi väitöskirja koostuu neljästä opetuskokeilututkimuksesta, joissa käytettiin monimenetelmäistä lähestymistapaa. Menetelmällisiin ratkaisuihin sisältyi huolellisesti suunniteltuja testejä, näennäiskokeellinen asetelma, yksittäistapaus-tutkimusasetelma sekä syvälle luotaavia pitkittäistapaustutkimuksia, joissa vuorovaikutusta havainnointiin systemaattisesti videoilta. Tutkimuksessa I tavoitteena oli arvioida moniulotteisen ohjauksen tehokkuutta oppimisvaikeusoppilaiden oppimisen tukemisessa. Suunnittelimme opetuskokeilun kehittämään matemaattisessa ongelmanratkaisussa tarvittavia kognitiivis–metakognitiivisia ja motivationaalis–emotionaalisia ulottuvuuksia. Opetuskokeilussamme opettajan ohjaus yhdistettiin seikkailulliseen tietokonepeliin sijoitettuihin sanallisiin ongelmanratkaisutehtäviin, jotta voitiin yrittää vastata aikaisemmissa tutkimuksissaesille nostettuihin haasteisiin oppimisvaikeusoppilaiden oppimisen ohjaamisessa. Opetuskeskusteluissa oppilaita ohjattiin aktiivisiksi, strategisiksi ja motivoituneiksi ongelmanratkaisijoiksi. Tutkimukseen osallistui 429 yleisopetuksen 4. luokkalaista. Opetuskokeiluun osallistuvat oppilaat (n = 8) ja jokaiselle kaksi mahdollisimman soveltuvaa vertailuoppilasta (n = 16) valittiin sellaisista tutkimukseen osallistuneista oppilaista, joilla oli vaikeuksia sanallisten ongelmien ratkaisemisessa. Oppilaat osallistuivat opetuskokeiluun pareittain neljällätoista noin 45 minuutin pelikerralla. Myönteisiä ja pysyviä vaikutuksia opetuskokeiluun osallistuneiden ongelman-ratkaisutaitoihin havaittiin ryhmätasolla alku- ja loppumittauksen sekä viivästetyn mittauksen tilastollisten testausten ja vaikutusten kokojen perusteella. Opetuskokeilun jälkeen siihen osallistuneen ryhmän ongelmanratkaisutaidot eivät enää eronneet ikäryhmän tyypillisestä tasosta (n = 405), mutta kontrolliryhmien taidot olivat edelleen tyypillistä tasoa alhaisemmat. Tarkasteltaessa yksilöiden kehitystä ryhmätason taustalla havaittiin suurta yksilöiden välistä ja sisäistä vaihtelua. Opetuskokeilun aikaiset havainnot osoittivat innovatiivisen oppimisympäristön voiman oppilaiden syvälliseen ongelmanratkaisuun sitoutumisen lisäämisessä, mutta myös haasteita oppimisvaikeusoppilaiden monimutkaisten taitojen oppimisen ohjaamisessa. Tulosten perusteella oppimisvaikeusoppilaat kehittyvät sanallisessa ongelmanratkaisussa, kunhan tarjotaan intensiivistä, systemaattista ja moniulotteista opettajan ohjausta huolellisesti suunnitellussa tietokoneavusteisessa oppimisympäristössä. Oppilaiden kehityserot ja opetuskeskustelun keskeisyys korostivat ohjausvuorovaikutuksen huolellisen analysoinnin tärkeyttä pyrkiessämme syventämään ymmärrystä optimaalisimmista tavoista ohjata oppimisvaikeusoppilaiden oppimista sekä muodostivat pohjan tutkimuksille II-IV. Tutkimuksessa II tavoitteena oli osoittaa kehitykselliseen tarkasteluun soveltuvan vuorovaikutusanalyysin mahdollisuudet ohjausvuorovaikutuksen tutkimisessa. Esittelimme opetuksellisen sovelluksen vuorovaikutusruudukosta (State Space Grid), jolla voidaan tutkia opettajan ohjausta suhteessa oppilaiden osallistumisiin reaaliajassa. Kehitimme myös teoreettisesti integroidun lähestymistavan, joka käyttää käsitteitä yksilöiden välinen asemointi sekä mahdollisuuksien luominen ja toteutuminen tulkitessaan vuorovaikutusruudukkoa. Lähestymistapamme perusteella ohjausvuorovaikutuksessa hetki-hetkeltä luodut mahdollisuudet asemoivat oppilaita osallistumaan tietyin tavoin. Ajan kuluessa yksilöiden väliset asemat vakiintuvat muodostaen erilaisia oppimispolkuja. Onnistunut kognitiivis–metakognitiivinen ohjausvuorovaikutus edellyttää sekä jatkuvasti uudelleen määrittyvää yhteensopivuutta opettajan luomien mahdollisuuksien ja oppilaiden toteumien välillä että opettajan luomia mahdollisuuksia, jotka ovat korkeammalla tasolla kuin oppilaiden sen hetkinen osallistuminen. Menetelmällisiä esimerkkikuvauksia tuotettiin analysoimalla videoilta erityisopettajan ja kolmen 4. luokkalaisen oppimisvaikeusoppilaan luomien ja toteuttamien mahdollisuuksien strategisia tasoja. Analyysi kohdistui kolmeen pienryhmässä toteutettuun moniulotteisen luetun ymmärtämisen opetuskokeilunoppituntiin. Tulokset osoittivat, että opettajan dominointi sekä opettajan ja oppimisvaikeusoppilaiden vuorovaikutus samalla alhaisella tasolla olivat erittäin tyypillisiä. Vuorovaikutus korkeilla tasoilla sen sijaan oli harvinaista. Menetettyjä mahdollisuuksia havaittiin, kun opettaja loi mahdollisuuksia korkealla tasolla, mutta ei saanut oppimisvaikeusoppilaita tälle tasolle tai epäonnistui oppilaiden luomiin mahdollisuuksiin tarttumisessa. Menetetyt mahdollisuudet osoittivat, että opettajalla oli vaikeuksia johdonmukaisesti nostaa ohjaustasoaan kohti oppimisvaikeusoppilaiden uusia itsenäisen toiminnan tasoja. Menetelmällisten kuvausten avulla osoitimme vuorovaikutusruudukoiden voiman kognitiivis–metakognitiivisen ohjausvuorovaikutuksen osallistumisten yhteensopivuuden ja -sopimattomuuden kuvaamisessa ja analysoinnissa. Osoitimme myös, että ohjausvuorovaikutusten tutkiminen tarjoaa mahdollisuuden ymmärtää paremmin opettajan asiantuntijuutta sekä oppimisen onnistumisiin ja haasteisiin liittyvää ohjausvuorovaikutusta. Tutkimuksen menetelmälliset ja teoreettiset edistysaskeleet muodostivat perustan ohjausvuorovaikutusten entistä systemaattisemmalle tutkimiselle pidempien vuorovaikutusprosessien aikana useammissa esimerkkitapauksissa tutkimuksessa III. Tutkimuksessa III tavoitteena oli syventää ymmärrystä kognitiivis–metakognitiivisten ohjausvuorovaikutuksen yhteenkietoutuneesta ja kehityksellisesti vaihtelevasta luonteesta. Kehitimme edelleen teoreettista malliamme optimaalisesta

Opportunities and participation in conversations: The roles of teacher’s approaches to dialogic reading and child’s story comprehension

The role of teacher–child interaction and opportunities provided by the teacher to encourage all children’s active participation in conversation about story ideas are important. In the present study, we report results from the last two years of a three-year long coaching project on teachers’ dialogic reading. The model of 7-minutes-to-stories (Orvasto & Levola, 2010) was used as the pedagogical context. Video-based coaching along with scripted stories were used to increase conversation in story groups. First, we analyzed the developmental changes in story groups such as teachers’ and children’s responsiveness to dialogic reading. Second, we examined the development of verbal participation in children with low, average and high story comprehension. Third, we used State Space Grids (SSGs) (Hollenstein, 2013) to model the formation of children’s participation patterns within four story groups. Eight story groups participated during coaching year 2 and six story groups during year 3. Altogether 47 children from two consecutive cohorts participated. Results highlighted teachers’ and children’s responsiveness to dialogic reading. Children with high story comprehension outperformed children with average and low story comprehension in the total durations of verbal participation. SSGs showed that children with high story comprehension did not take up all the answering opportunities, and also children with lower story comprehension participated actively in some groups. We discuss the benefits of long-term coaching for supporting changes in story group interaction and children’s participation. The role of teacher–child interaction and opportunities provided by the teacher to encourage all children’s active participation in conversation about story ideas are important. In the present study, we report results from the last two years of a three-year long coaching project on teachers’ dialogic reading. The model of 7-minutes-to-stories (Orvasto & Levola, 2010) was used as the pedagogical context. Video-based coaching along with scripted stories were used to increase conversation in story groups. First, we analyzed the developmental changes in story groups such as teachers’ and children’s responsiveness to dialogic reading. Second, we examined the development of verbal participation in children with low, average and high story comprehension. Third, we used State Space Grids (SSGs) (Hollenstein, 2013) to model the formation of children’s participation patterns within four story groups. Eight story groups participated during coaching year 2 and six story groups during year 3. Altogether 47 children from two consecutive cohorts participated. Results highlighted teachers’ and children’s responsiveness to dialogic reading. Children with high story comprehension outperformed children with average and low story comprehension in the total durations of verbal participation. SSGs showed that children with high story comprehension did not take up all the answering opportunities, and also children with lower story comprehension participated actively in some groups. We discuss the benefits of long-term coaching for supporting changes in story group interaction and children’s participation.&nbsp

The role of pre-reading skills in the development of task orientation and interest in reading and play from preschool to kindergarten

This study evaluated 130 Finnish-speaking children’s pre-reading skills, teacher-rated task orientation, and self-rated interest in adult-given tasks, reading, and play activities in their day care. In addition, parents rated their children’s interest in reading and play activities at home. Five groups of children with different pre-reading skills were identified during preschool and kindergarten: high, above-average, developers, below-average, and low. The results showed that children with low pre-reading skills displayed lower task orientation than did the four other groups in adult-guided learning situations in day care. Children’s self-rated interest in adult-given tasks, reading, and play activities in day care did not differ across time despite clear differences in pre-reading skills. The parent ratings revealed differences in the children’s interest in reading activities at home. Children with low pre-reading skills were also the least interested in reading. The results demonstrate that pre-reading skills are associated with adults’ perceptions of children’s task orientation and interest but not with children’s own ratings of their interest in day care. The results highlight the need to pay increasing attention to the ways in which the social environment in day care and at home can best capture and take account of children’s interest in activities and to provide high-quality early support for each child’s motivation and learning

Emotional support constructing high quality scaffolding in day care

Tässä artikkelissa ohjausvuorovaikutuksen laatua tarkastellaan tunnetuen näkökulmasta, koska tunnetuki on lapsen oppimisen ja hyvinvoinnin kannalta keskeistä. Tavoitteenamme oli kehittää systemaattinen havainnointimenetelmä syventämään ymmärrystä tunnetuesta vuorovaikutusprosesseissa. Tunnetukiluokittelu kehitettiin moniulotteisen Classroom Assessment Scoring System-menetelmän pohjalta käyttäen videoaineistoja neljän varhaiskasvattajan lukuhetkistä. Valmiin tunnetukiluokittelun avulla havainnoimme kahden varhaiskasvattajan tunnetukea keskustelevan lukemisen periaatteita noudattavan Jänistarinat-intervention aikana, tunnetuen vaihtelua yksittäisissä lukuhetkissä sekä tunnetuen tyypillisiä ilmenemismuotoja. Tutkimusaineistoksi valittiin molemmilta varhaiskasvattajilta kolme videota, jotka analysoitiin rinnakkaishavainnointina. Tulosten mukaan varhaiskasvattajat tarjosivat pääosin myönteistä tai neutraalia tunnetukea, kielteisen tunnetuen jäädessä vähäiseksi. Toisella varhaiskasvattajalla johdonmukaiset, oppimista tukevat ohjausjaksot olivat pidempiä ja niitä oli enemmän kuin toisella. Lukuhetkissä ilmeni myös epäjohdonmukaisuutta eli jatkuvaa vaihtelua myönteisen, neutraalin ja kielteisen tunnetuen välillä sekä ei-tavoiteltavaa johdonmukaisuutta, jolloin tunnetuki jumiutui kielteisen ja neutraalin vaihteluksi. Myönteinen tunnetuki ilmeni tyypillisesti eläytyvänä lukemisena, myönteisenä palautteena ja kannustavina ilmeinä. Kielteinen tunnetuki ilmeni tyypillisesti joustamattomuutena lasten näkökulmille. Tulokset korostavat keskeisiä tunnetukeen liittyviä ilmiöitä, joiden aikaisempaa vahvempi huomioiminen rakentaa laadukasta ohjausvuorovaikutusta.In this article, the quality of scaffolding is studied from the perspective of emotional support, because it is crucial for the children’s learning and well-being. Our aim was to develop a systematical observation method to deepen understanding of emotional support during interaction. Videos from four day care professionals were used to develop the emotional support categories based on multidimensional Classroom Assessment Scoring System. With categories developed, we observed the emotional support of two day care professionals across a dialogic reading intervention, variation of emotional support during single reading sessions and typical expressions of emotional support. Three videos from both cases were analyzed by two observers. Results show that day care professionals provided mainly positive or neutral emotional support and seldom negative emotional support. One of the cases provided more and longer consistent, learning supportive emotional support than the other. Also non-consistent emotional support and consistent variation between negative and neutral emotional support were observed. Positive emotional support was typically shown by engaged reading, positive feedback and encouraging facial expressions. Negative emotional support was typically shown by inflexibility to children’s perspectives. The results emphasize the need to pay increasing attention to the emotional support to construct high quality scaffolding

The role of pre-reading skills in the development of task orientation and interest in reading and play from preschool to kindergarten

This study evaluated 130 Finnish-speaking children’s pre-reading skills, teacher-rated task orientation, and self-rated interest in adult-given tasks, reading, and play activities in their day care. In addition, parents rated their children’s interest in reading and play activities at home. Five groups of children with different pre-reading skills were identified during preschool and kindergarten: high, above-average, developers, below-average, and low. The results showed that children with low pre-reading skills displayed lower task orientation than did the four other groups in adult-guided learning situations in day care. Children’s self-rated interest in adult-given tasks, reading, and play activities in day care did not differ across time despite clear differences in pre-reading skills. The parent ratings revealed differences in the children’s interest in reading activities at home. Children with low pre-reading skills were also the least interested in reading. The results demonstrate that pre-reading skills are associated with adults’ perceptions of children’s task orientation and interest but not with children’s own ratings of their interest in day care. The results highlight the need to pay increasing attention to the ways in which the social environment in day care and at home can best capture and take account of children’s interest in activities and to provide high-quality early support for each child’s motivation and learning.</p

Opportunities and participation in conversations: The roles of teacher’s approaches to dialogic reading and child’s story comprehension

The role of teacher–child interaction and opportunities provided by the teacher to encourage all children’s active participation in conversation about story ideas are important. In the present study, we report results from the last two years of a three-year long coaching project on teachers’ dialogic reading. The model of 7-minutes-to-stories (Orvasto & Levola, 2010) was used as the pedagogical context. Video-based coaching along with scripted stories were used to increase conversation in story groups. First, we analyzed the developmental changes in story groups such as teachers’ and children’s responsiveness to dialogic reading. Second, we examined the development of verbal participation in children with low, average and high story comprehension. Third, we used State Space Grids (SSGs) (Hollenstein, 2013) to model the formation of children’s participation patterns within four story groups. Eight story groups participated during coaching year 2 and six story groups during year 3. Altogether 47 children from two consecutive cohorts participated. Results highlighted teachers’ and children’s responsiveness to dialogic reading. Children with high story comprehension outperformed children with average and low story comprehension in the total durations of verbal participation. SSGs showed that children with high story comprehension did not take up all the answering opportunities, and also children with lower story comprehension participated actively in some groups. We discuss the benefits of long-term coaching for supporting changes in story group interaction and children’s participation. </p

Instructing low-achievers in mathematical word problem solving

We describe the effects of an intervention designed to develop the mathematical word problem solving of low-achievers. The eight students participating in the intervention were selected from 429 10-year-olds on the basis of their difficulties in word problem solving. In the intervention, we combined intensive, systematic, and explicit teacher scaffolding in the cognitive, metacognitive, and motivational activities involved in skillful problem solving with carefully designed word problems embedded in a computer-supported adventure game. The results from the pre-test, post-test, and followup test indicate significant effects for the intervention students&apos; word problem solving compared to the two control groups. A single-subject study describes the results also at the individual level

Now it’s Your Turn. Preschool Children’s Social and Emotional Interaction in Small Groups

There is concern over social and emotional skill development in early childhood settings. The aim of this systematic observational study was to examine children’s prosocial and problem behaviors in small group settings. Especially, we studied how gender and closeness of friendships influence on children’s group level behavior. Altogether, nine video recordings were coded to observe peer interactions among children during tablet game sessions, where all 15 participants, aged 5 and 6 years, were allocated into four-member groups. The recordings were coded with a modified version of the Social Skills Improvement System Rating Scale. Social network analysis was employed to analyze the density and centrality of the interactions. Our results showed a wide variety of frequencies in different behaviors. In all, prosocial behavior was four times more typical than problem behavior, and there were more initiating than responding behaviors. Unlike prosocial behaviors, which were often verbal, most problem behaviors were nonverbal. The children interacted more actively with their best friends, and boys contributed more to both prosocial and problem behaviors than girls. A practical and concise peer interaction observation tool (PIOT) was developed for this study that can be used to follow children’s social and emotional skills in peer interactions

Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3

This is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children's narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability