Lista de obras -

A child’s psychological adjustment impacts teachers’ instructional support and affective response

Changes in achievement values from primary to lower secondary school among students with and without externalizing problems

artículo científico publicado en 2017

Children evoke similar affective and instructional responses from their teachers and mothers

article

Children’s poor academic performance evokes parental homework assistance—but does it help?

article by Gintautas Silinskas et al published 4 September 2012 in International Journal of Behavioral Development

Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties

artículo científico publicado en 2017

Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

artículo científico publicado en 2017

Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

artículo científico publicado en 2017

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1-9

artículo científico publicado en 2020

Longitudinal associations between teacher-child interactions and academic skills in elementary school

artículo científico publicado en 2017

Maternal Affection Moderates the Associations Between Parenting Stress and Early Adolescents’ Externalizing and Internalizing Behavior

Maternal homework assistance and children's task-persistent behavior in elementary school

artículo científico publicado en 2018

Maternal literacy teaching, causal attributions and children’s literacy skills in Finnish-speaking and language minority families

Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families

article by Riitta Sikiö et al published 21 March 2017 in European Journal of Psychology of Education

Maternal teaching of reading and children's reading skills in Grade 1: Patterns and predictors of positive and negative associations

artículo científico publicado en 2013

Mothers’ reading-related activities at home and learning to read during kindergarten

artículo científico publicado en 2010

Patterns of word reading skill, interest and self-concept of ability

artículo científico publicado en 2016

Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1

Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance

artículo científico publicado en 2014

The developmental dynamics of children's academic performance and mothers' homework-related affect and practices

artículo científico publicado en 2015

The effectiveness of increased support in reading and its relationship to teachers' affect and children's motivation

The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1

artículo científico publicado en 2012

The home literacy model in a highly transparent orthography

Transition to formal schooling: Do transition practices matter for academic performance?

artículo científico publicado en 2011

Lista de obras de

A child’s psychological adjustment impacts teachers’ instructional support and affective response

Changes in achievement values from primary to lower secondary school among students with and without externalizing problems

Children evoke similar affective and instructional responses from their teachers and mothers

Children’s poor academic performance evokes parental homework assistance—but does it help?

Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties

Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1-9

Longitudinal associations between teacher-child interactions and academic skills in elementary school

Maternal Affection Moderates the Associations Between Parenting Stress and Early Adolescents’ Externalizing and Internalizing Behavior

Maternal homework assistance and children's task-persistent behavior in elementary school

Maternal literacy teaching, causal attributions and children’s literacy skills in Finnish-speaking and language minority families

Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families

Maternal teaching of reading and children's reading skills in Grade 1: Patterns and predictors of positive and negative associations

Mothers’ reading-related activities at home and learning to read during kindergarten

Patterns of word reading skill, interest and self-concept of ability

Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1

Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance

The developmental dynamics of children's academic performance and mothers' homework-related affect and practices

The effectiveness of increased support in reading and its relationship to teachers' affect and children's motivation

The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1

The home literacy model in a highly transparent orthography

Transition to formal schooling: Do transition practices matter for academic performance?