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dc.contributor.authorTurunen, Tiina
dc.contributor.authorPoskiparta, Elisa
dc.contributor.authorSalmivalli, Christina
dc.contributor.authorNiemi, Pekka
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2021-11-08T12:58:43Z
dc.date.available2021-11-08T12:58:43Z
dc.date.created2021-08-16T12:18:50Z
dc.date.issued2021-03
dc.identifier.citationTurunen, T., Poskiparta, E., Salmivalli, C. et al. (2021) Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school. PLOS ONE, 16 (3) : e0249112en_US
dc.identifier.issn1932-6203
dc.identifier.urihttps://hdl.handle.net/11250/2828392
dc.description.abstractStudents with poor reading skills and reading difficulties (RDs) are at elevated risk for bullying involvement in elementary school, but it is not known whether they are at risk also later in adolescence. This study investigated the longitudinal interplay between reading skills (fluency and comprehension), victimization, and bullying across the transition from elementary to middle school, controlling for externalizing and internalizing problems. The sample consists of 1,824 students (47.3% girls, T1 mean age was 12 years 9 months) from 150 Grade 6 classrooms, whose reading fluency and comprehension, self-reported victimization and bullying, and self-reported externalizing and internalizing problems were measured in Grades 6, 7, and 9. Two cross-lagged panel models with three time-points were fitted to the data separately for reading fluency and comprehension. The results indicated that poorer fluency and comprehension skills in Grade 6 predicted bullying perpetration in Grade 7, and poorer fluency and comprehension skills in Grade 7 predicted bullying perpetration in Grade 9. Neither fluency nor comprehension were longitudinally associated with victimization. The effects of reading skills on bullying perpetration were relatively small and externalizing problems increased the risk for bullying others more than poor reading skills did. However, it is important that those who struggle with reading get academic support in school throughout their school years, and social support when needed.en_US
dc.language.isoengen_US
dc.publisherPublic Library of Science (PLoS)en_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectutdanningsvitenskapen_US
dc.subjectlesevitenskapen_US
dc.subjectlesevanskeren_US
dc.subjectmobbingen_US
dc.titleLongitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle schoolen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 Turunen et al.en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.volume16en_US
dc.source.journalPLOS ONEen_US
dc.source.issue3en_US
dc.identifier.doi10.1371/journal.pone.0249112
dc.identifier.cristin1926297
dc.source.articlenumbere0249112en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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