Lugemisoskuse ja -motivatsiooni seosed õpetajate kasvatusstiilidega esimeses klassis

Aunola, K., Nurmi, J.­E., Niemi, P., Lerkkanen, M.­K., & Rasku­Puttonen, H. (2002). Developmental dynamics of achievement strategies, reading performance and parental beliefs. Reading Research Quarterly, 37(3), 310–327. http://dx.doi.org/10.1598/RRQ.37.3.3

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice­Hall.

Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Edu- cational Psychology, 102(4), 773–785. http://dx.doi.org/10.1037/a0020084

Bergman, L. R., & El­Khouri, B. M. (2002). Sleipner 2.1. Retrieved from http://www2. psychology.su.se/sleipner/.

Cain, K. (2009). Children’s reading comprehension difficulties: A consideration of the precursors and consequences. In C. Wood & V. Connelly (Eds.), Contemporary Perspectives on Reading and Spelling (pp. 59–75). London: Routledge.

Connor, C. M., Morrison, F. J., Fishman, B. J., Ponitz, C. C., Glasney, S., Under­ wood, P. S., ... Schatschneider, C. (2009a). The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher, 38(2), 85–99. http://dx.doi.org/10.3102/0013189X09332373

Connor, C. M., Morrison, F. J., & Katch, L. E. (2004). Beyond the reading wars: Exploring the effects of child­instruction interactions on growth in early reading. Scientific Studies of Reading, 8(4), 305–336. http://dx.doi.org/10.1207/s1532799xssr0804_1

Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., ... Morrison, F. J. (2009b). Individualizing student instruction precisely: Effects of child × instruction interactions on first graders’ literacy development. Child Development, 80(1), 77–100. http://dx.doi.org/10.1111/j.1467­8624.2008.01247.x

Daniels, D. H., & Shumow, L. (2003). Child development and classroom teaching: A review of the literature and implications for educating teachers. Applied Develop- mental Psychology, 23(5), 495–526. http://dx.doi.org/10.1016/S0193­3973(02)00139­9

Deci, E., & Ryan, R. (2000). The „what” and „why” of goal pursuits: Human needs and the self­determination of behavior. Psychological Inquiry, 11(4), 227–268. http://dx.doi.org/10.1207/S15327965PLI1104_01

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefes, values, and goals. Annual Review of Psychology, 53, 109–132. http://dx.doi.org/10.1146/annurev.psych.53.100901.135153

Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender dif­ ferences in children’s self and task perceptions during elementary school. Child Development, 64(3), 830–847. http://dx.doi.org/10.2307/1131221

Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decod­ ing and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100(3), 566–580. http://dx.doi.org/10.1037/0022­0663.100.3.566

Gettinger, M., & Kohler, K. M. (2011). Process­outcome approaches to classroom management and effective teaching. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 73–95). New York, London: Routledge.

Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525–538. http://dx.doi.org/10.1037/0022­0663.82.3.525

Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later ele­ mentary years. Contemporary Educational Psychology, 32(3), 282–313. http://dx.doi.org/10.1016/j.cedpsych.2006.05.004

Guthrie, J., Wigfield, A., & Von Secker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331–341. http://dx.doi.org/10.1037/0022­0663.92.2.331

Hamre, B., & Pianta, R. (2010). Classroom environments and developmental pro­ cesses: Conceptualization and measurement. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 25–41). New York, London: Routledge.

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. http://dx.doi.org/10.1007/BF00401799

Häyrinen, T., Serenius­Sirve, S., & Korkman, M. (1999). Lukilasse. Helsinki: Psyko­ logien kustannus.

Kalev, L. (2008). Lugemisoskuse tase esimeses klassis (Magistritöö). Tartu Ülikool, Tartu.

Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.

Kintsch, W. (2013). Revisiting the construction−integration model of text compre­ hension and its implications for instruction. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 807–839). Newark, Delaware: International Reading Association. http://dx.doi.org/10.1598/0710.32

Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spell­ ing in a consistent orthography: An 8­year follow­up. Journal of Educational Psychology, 100(1), 150–161. http://dx.doi.org/10.1037/0022­0663.100.1.150

Lepola, J., Niemi, P., Kuikka, M., & Hannula, M. M. (2005). Cognitive­linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow­up study from kindergarten to grade 2. International Journal of Educational Research, 43(4–5), 250–271. http://dx.doi.org/10.1016/j.ijer.2006.06.005

Lerkkanen, M.­K., Kikas, E., Pakarinen, E., Trossmann, K., Poikkeus, A.­M., Rasku­ Puttonen, H., ... Nurmi, J.­E. (2012a). A validation of the Early Childhood Class­ room Observation Measure in Finnish and Estonian kindergartens. Early Education and Development, 23(3), 323–350. http://dx.doi.org/10.1080/10409289.2010.527222

Lerkkanen, M.­K., Kiuru, N., Pakarinen, E., Viljaranta, J., Poikkeus, A.­M., Rasku­ Puttonen, H., ... Nurmi, J.­E. (2012b). The role of teaching practices in the deve­ lopment of children’s interest in reading and mathematics in kindergarten. Con- temporary Educational Psychology, 37(4), 266–279. http://dx.doi.org/10.1016/j.cedpsych.2011.03.004

Lindeman, J. (1998). ALLU – Ala-asteen lukutesti. Åbo: Åbo Akademis förlag.

McCombs, B. (2010). Learner­centered practices: Providing the context for positive learner development, motivation, and achievement. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 60–74). New York, London: Routledge.

McGraw, K. O., & Wong, S. P. (1996). Forming inferences about some intraclass cor­ relation coefficients. Psychological Methods, 1(1), 30–46. http://dx.doi.org/10.1037/1082­989X.1.1.30

Mõttus, M. (2013). Sõnade äratundmise testi katsetamine 1.–3. klassi õpilaste lugemis- oskuse hindamisel (Seminaritöö). Tallinna Ülikooli psühholoogia instituut.

Oakhill, J., & Cain, K. (2007). Introduction to comprehension development. In

K. Cain & J. Oakhill (Eds.), Children’s comprehension problems in oral and written language: A cognitive perspective (pp. 3–40). New York: The Guilford Press.

Perfetti, C. A. (1994). Psycholinguistics and reading ability. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 849–894). San Diego: Academic Press.

Perry, K. E., Donohue, K. M., & Weinstein, R. S. (2007). Teaching practices and the promotion of achievement and adjustment in first grade. Journal of School Psychology, 45(3), 269–292. http://dx.doi.org/10.1016/j.jsp.2007.02.005

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic defi­ nitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. http://dx.doi.org/10.1006/ceps.1999.1020

Schunk, D. H. (1999). Social­self interaction and achievement behavior. Educational Psychologist, 34(4), 219–227. http://dx.doi.org/10.1207/s15326985ep3404_3

Soodla, P., Vija, M., & Pajusalu, R. (2013). Eesti ja soome sõnalugemistestide võrdlus.

Eesti Rakenduslingvistika Ühingu aastaraamat, 9, 279–296. http://dx.doi.org/10.5128/ERYa9.18

Stipek, D., & Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly, 19(3), 375–397. http://dx.doi.org/10.1016/j.ecresq.2004.07.007

Stipek, D., & Byler, P. (2005). Early childhood classroom observation measure: Coding manual. Retrieved from authors electronically.

Stipek, D. J., Feiler, R., Byler, P., Ryan, R., Milburn, S., & Miller Salmon, J. (1998). Good beginnings: What difference does the program make in preparing young children for school? Journal of Applied Developmental Psychology, 19(1), 41–66. http://dx.doi.org/10.1016/S0193­3973(99)80027­6

Stipek, D., & MacIver, D. (1989). Developmental change in children’s assessment of intellectual competence. Child Development, 60(3), 521–538. http://dx.doi.org/10.2307/1130719

Zimmerman, B. J. (2000). Self­efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. http://dx.doi.org/10.1006/ceps.1999.1016

Torppa, M., Eklund, K., van Bergen, E., & Lyytinen, H. (2011). Parental literacy predicts children’s literacy: A longitudinal family­risk study. Dyslexia, 17(4), 339– 355. http://dx.doi.org/10.1002/dys.437

Vabariigi Valitsus (2010). Põhikooli riiklik õppekava. Riigi Teataja I 2010, 6, 22. Külastatud aadressil https://www.riigiteataja.ee/akt/13273133.

Walker, J. M. T. (2008). Looking at teacher practices through the lens of parenting style. The Journal of Experimental Education, 76(2), 218–240. http://dx.doi.org/10.3200/JEXE.76.2.218­240

Wentzel, K. (2010). Students’ relationships with teachers. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 75–91). New York, London: Routledge.

Wigfield, A., & Eccles, J. S. (2000). Expectancy­value theory of achievement motiva­ tion. Contemporary Educational Psychology, 25(1), 68–81. http://dx.doi.org/10.1006/ceps.1999.1015

Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breath of their reading. Journal of Educational Psychology, 89(3), 420–432. http://dx.doi.org/10.1037/0022­0663.89.3.420

Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children’s moti­ vation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299–309. http://dx.doi.org/10.3200/JOER.97.6.299­310

Wilson, K. M., & Trainin, G. (2007). First­grade students’ motivation and achieve­ ment for reading, writing, and spelling. Reading Psychology, 28(3), 257–282. http://dx.doi.org/10.1080/02702710601186464