Lista de obras - Anna-Maija Poikkeus - Dominio Público Uruguay

A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context

artículo científico publicado en 2017

A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens

artículo científico publicado en 2010

A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens

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

A multidimensional adapted process model of teaching

Adolescents' engagement profiles and their association with academic performance and situational engagement

artículo científico publicado en 2020

Assessing agency of university students: validation of the AUS Scale

artículo científico publicado en 2016

Assessment of students' situation-specific classroom engagement by an InSitu Instrument

artículo científico publicado en 2016

Assessment of students’ agency in Finnish and Spanish university courses: Analysis of measurement invariance

artículo científico publicado en 2023

Assessment of three-and-a-half-year-old children's emerging phonological awareness in a computer animation context

artículo científico publicado en 2003

Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1

artículo científico publicado en 2017

Associations between private speech, behavioral self-regulation, and cognitive abilities

Associations between toddler-age communication and kindergarten-age self-regulatory skills

artículo científico publicado en 2014

Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students

Associations of motor and cardiovascular performance with academic skills in children

artículo científico publicado en 2014

Associations of physical activity and sedentary behavior with academic skills--a follow-up study among primary school children

artículo científico publicado en 2014

Becoming agentic teachers: Experiences of the home group approach as a resource for supporting teacher students' agency

artículo científico publicado en 2018

Brain event-related potentials (ERPs) measured at birth predict later language development in children with and without familial risk for dyslexia.

artículo científico publicado en 2005

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

artículo científico publicado en 2017

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

artículo científico publicado en 2016

Children’s beliefs concerning school transition

artículo científico publicado en 2016

Classroom effect on primary school students’ self-concept in literacy and mathematics

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

Classroom organization and teacher stress predict learning motivation in kindergarten children

artículo científico publicado en 2010

Classroom-based physical activity and teachers’ instructions on students’ movement in conventional classrooms and open learning spaces

artículo científico publicado en 2022

Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities

artículo científico publicado en 2009

Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability Across Early Grades

Comparison of Classroom-Based Sedentary Time and Physical Activity in Conventional Classrooms and Open Learning Spaces Among Elementary School Students

Conceptual Framework of Teaching Quality: A Multidimensional Adapted Process Model of Teaching

Coping strategies in life stories of young adults with foster care backgrounds

artículo científico publicado en 2021

Counting and rapid naming predict the fluency of arithmetic and reading skills

Covariation between reading and arithmetic skills from Grade 1 to Grade 7

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

artículo científico publicado en 2017

Cross-lagged relations between kindergarten teachers’ causal attributions, and children’s interest value and performance in mathematics

artículo científico publicado en 2011

Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten

Cross‐lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading

artículo científico publicado en 2009

Development of children at familial risk for dyslexia before school age

artículo científico publicado en 2004

Development of pre-academic skills and motivation in kindergarten: a subgroup analysis between classroom quality profiles

artículo científico publicado en 2017

Development of silent reading fluency and reading comprehension across grades 1 to 9: unidirectional or bidirectional effects between the two skills?

artículo científico publicado en 2022

Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up

artículo científico publicado en 2015

Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency

artículo científico publicado en 2008

Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification

artículo científico publicado en 2021

Developmental profiles of task-avoidant behaviour and reading skills in Grades 1 and 2

artículo científico publicado en 2013

Dialogical patterns of interaction in pre-school classrooms

artículo científico publicado en 2012

Diet quality and academic achievement: a prospective study among primary school children

artículo científico

Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

scientific article published on 30 October 2020

Early Identification and Prevention of Dyslexia: Results from a Prospective Follow-up Study of Children at Familial Risk for Dyslexia

Early identification of dyslexia and the use of computer game-based practice to support reading acquisition

artículo científico publicado en 2007

Early intentional communication as a predictor of language development in young toddlers

artículo científico publicado en 1999

Early language and behavioral regulation skills as predictors of social outcomes.

artículo científico publicado en 2012

Effects of multidomain risk accumulation on cognitive, academic, and behavioural outcomes

artículo científico publicado en 2009

Effects of school-based physical activity on mathematics performance in children: a systematic review

scientific article published on 21 November 2019

Elementary school teachers adapt their instructional support according to students’ academic skills

Emerging phonological awareness differentiates children with and without familial risk for dyslexia after controlling for general language skills

artículo científico publicado en 2004

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

artículo científico publicado en 2017

Identifying Finnish Children’s Impulsivity Trajectories From Kindergarten to Grade 4: Associations With Academic and Socioemotional Development

Individual variance in responsiveness to early computerized mathematics intervention

artículo científico publicado en 2015

Instructional support predicts children's task avoidance in kindergarten

Interest in early shared reading: Its relation to later language and letter knowledge in children with and without risk for reading difficulties

artículo científico publicado en 2004

Interpersonal work resources and school personnel well-being before and after lockdown during the first phase of the COVID-19 pandemic in Finland

artículo científico publicado en 2022

Investigating applicability of ratings of indicators of the CLASS Pre-K instrument

artículo científico publicado en 2022

Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference

artículo científico publicado en 2020

Kindergarten teachers adjust their teaching practices in accordance with children’s academic pre‐skills

Knowledge-building patterns in educational dialogue

artículo científico publicado en 2017

Language development and symbolic play in children with and without familial risk for dyslexia

scientific article published on 01 August 2001

Language problems in children with learning disabilities: do they interfere with maternal communication?

artículo científico publicado en 1999

Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other-A Longitudinal Study Across Grades 1 and 9

artículo científico publicado en 2019

Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies

artículo científico publicado en 2020

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 Stability of Reading Difficulties: Examining the Effects of Measurement Error, Cut-Offs, and Buffer Zones in Identification

artículo científico publicado en 2019

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

artículo científico publicado en 2017

Maternal homework approach and adolescents’ academic skills: The mediating role of task values

artículo científico publicado en 2022

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

artículo científico publicado en 2018

Mediating effects of motor performance, cardiorespiratory fitness, physical activity, and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children

artículo científico publicado en 2018

Millainen johtaminen tuki peruskoulujen henkilöstön työhyvinvointia covid-19-pandemiasta johtuneen etäkoulun aikana?

artículo científico publicado en 2022

Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia

artículo científico publicado en 2007

Mother-child teaching strategies and learning disabilities

artículo científico publicado en 1994

Mothers' Causal Attributions Questionnaire

Mothers' causal attributions concerning the reading achievement of their children with and without familial risk for dyslexia

artículo científico publicado en 2008

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

artículo científico publicado en 2010

Multi-source Assessment of Social Competence Scale--Finnish Version

Multiple Mini Interview as a Selection Tool for Initial Teacher Education Admissions

Multiple mini-interviews as a selection tool for initial teacher education admissions

artículo científico publicado en 2022

National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries

artículo científico publicado en 2018

Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

artículo científico publicado en 2012

Off on the wrong foot: Task avoidance at the outset of primary school anticipates academic difficulties and declining peer acceptance

artículo científico publicado en 2021

Opening up learning environments: liking school among students in reformed learning spaces

artículo científico publicado en 2022

Osaamistavoitteet luokanopettajakoulutuksen opetussuunnitelmissa: Näkökulmana Moniulotteinen opettajan osaamisen prosessimalli

artículo científico publicado en 2022

PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment

artículo científico publicado en 2023

Parental contribution to child’s early language and interest in books

artículo científico publicado en 1998

Parents as Informants of their Child's Vocal and Early Language Development

artículo científico publicado en 1996

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

artículo científico publicado en 2016

Peer selection and influence on children’s reading skills in early primary grades: a social network approach

artículo científico publicado en 2017

Physical activity and sedentary time in relation to academic achievement in children.

artículo científico publicado en 2016

Positive Teacher Affect for the Student Measure

Positive teacher and peer relations combine to predict primary school students' academic skill development

artículo científico publicado en 2015

Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia.

artículo científico publicado en 2006

Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance

artículo científico publicado en 2018

Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme

artículo científico publicado en 2021

Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine.

artículo científico publicado en 2014

Quality of educational dialogue and association with students’ academic performance

artículo científico publicado en 2018

Reading Difficulties Identification: A Comparison of Neural Networks, Linear, and Mixture Models

artículo científico publicado en 2022

Reading development subtypes and their early characteristics.

artículo científico publicado en 2007

Reading outcomes of children with delayed early vocabulary: A follow-up from age 2-16

artículo científico publicado en 2018

Relations Between Achievement Goal Orientations and Math Achievement in Primary Grades: A Follow‐Up Study

Relationships of young adults with foster care backgrounds: Tensions and management strategies

artículo científico publicado en 2020

Resilience strategies employed by teachers with dyslexia working at tertiary education

artículo científico publicado en 2013

Scaffolding through dialogic teaching in early school classrooms

School grades as predictors of self-esteem and changes in internalizing problems: A longitudinal study from fourth through seventh grade

artículo científico publicado en 2020

Sedentary Patterns and Sit-to-Stand Transitions in Open Learning Spaces and Conventional Classrooms among Primary School Students

artículo científico publicado en 2022

Shared reading interaction in families with and without genetic risk for dyslexia: implications for toddlers’ language development

artículo científico publicado en 1999

Social Competence Among 6-year-old Children and Classroom Instructional Support and Teacher Stress

Social interactional behaviors and symbolic play competence as predictors of language development and their associations with maternal attention-directing strategies

artículo científico publicado en 1999

Social interactional factors as moderator variables in developmental language disorders: a case study of monozygotic twins

artículo científico publicado en 1997

Social withdrawal in children moderates the association between parenting styles and the children's own socioemotional development.

artículo científico publicado en 2014

Stability of social support during school transitions: Associations with truancy and not completing upper secondary education in normative time

artículo científico publicado en 2022

Stable same-sex friendships with higher achieving partners promote mathematical reasoning in lower achieving primary school children

artículo científico publicado en 2015

Student Engagement and School Burnout in Finnish Lower-Secondary Schools: Latent Profile Analysis

artículo científico publicado en 2016

Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy

Student participation in learning environment improvement: analysis of a co-design project in a Finnish upper secondary school

artículo científico publicado en 2017

Students’ agency profiles in relation to student-perceived teaching practices in university courses

Symptoms of psychological ill-being and school dropout intentions among upper secondary education students: A person-centered approach

artículo científico publicado en 2020

Task avoidance, number skills and parental learning difficulties as predictors of poor response to instruction

artículo científico publicado en 2011

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

artículo científico publicado en 2014

Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection

Teacher-student interaction and lower secondary school students' situational engagement

artículo científico publicado en 2018

Teachers adapt their instruction in reading according to individual children's literacy skills

Test-taking behaviors in a neurocognitive assessment: associations with school-age outcomes in a Finnish longitudinal follow-up

artículo científico publicado en 2011

The Role of Perceived Social Support as a Contributor to the Successful Transition from Primary to Lower Secondary School

artículo científico publicado en 2019

The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

The cross-lagged associations between classroom interactions and children’s achievement behaviors

article published in 2014

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success

The development of children at familial risk for dyslexia: birth to early school age.

artículo científico publicado en 2004

The double deficit hypothesis in the transparent Finnish orthography: a longitudinal study from kindergarten to Grade 2

artículo científico publicado en 2013

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 precursors of double dissociation between reading and spelling in a transparent orthography

artículo científico publicado en 2016

The relationship between classroom quality and students’ engagement in secondary school

The role of parenting styles and teacher interactional styles in children's reading and spelling development.

artículo científico publicado en 2012

The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten

Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia

artículo científico publicado en 2006

Variation in situation-specific engagement among lower secondary school students

artículo científico publicado en 2018

Very early phonological and language skills: estimating individual risk of reading disability

artículo científico publicado en 2007

Lista de obras de Anna-Maija Poikkeus

A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context

A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens

A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens

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

A multidimensional adapted process model of teaching

Adolescents' engagement profiles and their association with academic performance and situational engagement

Assessing agency of university students: validation of the AUS Scale

Assessment of students' situation-specific classroom engagement by an InSitu Instrument

Assessment of students’ agency in Finnish and Spanish university courses: Analysis of measurement invariance

Assessment of three-and-a-half-year-old children's emerging phonological awareness in a computer animation context

Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1

Associations between private speech, behavioral self-regulation, and cognitive abilities

Associations between toddler-age communication and kindergarten-age self-regulatory skills

Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students

Associations of motor and cardiovascular performance with academic skills in children

Associations of physical activity and sedentary behavior with academic skills--a follow-up study among primary school children

Becoming agentic teachers: Experiences of the home group approach as a resource for supporting teacher students' agency

Brain event-related potentials (ERPs) measured at birth predict later language development in children with and without familial risk for dyslexia.

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

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Children’s beliefs concerning school transition

Classroom effect on primary school students’ self-concept in literacy and mathematics

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

Classroom organization and teacher stress predict learning motivation in kindergarten children

Classroom-based physical activity and teachers’ instructions on students’ movement in conventional classrooms and open learning spaces

Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities

Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability Across Early Grades

Comparison of Classroom-Based Sedentary Time and Physical Activity in Conventional Classrooms and Open Learning Spaces Among Elementary School Students

Conceptual Framework of Teaching Quality: A Multidimensional Adapted Process Model of Teaching

Coping strategies in life stories of young adults with foster care backgrounds

Counting and rapid naming predict the fluency of arithmetic and reading skills

Covariation between reading and arithmetic skills from Grade 1 to Grade 7

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

Cross-lagged relations between kindergarten teachers’ causal attributions, and children’s interest value and performance in mathematics

Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten

Cross‐lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading

Development of children at familial risk for dyslexia before school age

Development of pre-academic skills and motivation in kindergarten: a subgroup analysis between classroom quality profiles

Development of silent reading fluency and reading comprehension across grades 1 to 9: unidirectional or bidirectional effects between the two skills?

Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up

Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency

Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification

Developmental profiles of task-avoidant behaviour and reading skills in Grades 1 and 2

Dialogical patterns of interaction in pre-school classrooms

Diet quality and academic achievement: a prospective study among primary school children

Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

Early Identification and Prevention of Dyslexia: Results from a Prospective Follow-up Study of Children at Familial Risk for Dyslexia

Early identification of dyslexia and the use of computer game-based practice to support reading acquisition

Early intentional communication as a predictor of language development in young toddlers

Early language and behavioral regulation skills as predictors of social outcomes.

Effects of multidomain risk accumulation on cognitive, academic, and behavioural outcomes

Effects of school-based physical activity on mathematics performance in children: a systematic review

Elementary school teachers adapt their instructional support according to students’ academic skills

Emerging phonological awareness differentiates children with and without familial risk for dyslexia after controlling for general language skills

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

Identifying Finnish Children’s Impulsivity Trajectories From Kindergarten to Grade 4: Associations With Academic and Socioemotional Development

Individual variance in responsiveness to early computerized mathematics intervention

Instructional support predicts children's task avoidance in kindergarten

Interest in early shared reading: Its relation to later language and letter knowledge in children with and without risk for reading difficulties

Interpersonal work resources and school personnel well-being before and after lockdown during the first phase of the COVID-19 pandemic in Finland

Investigating applicability of ratings of indicators of the CLASS Pre-K instrument

Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference

Kindergarten teachers adjust their teaching practices in accordance with children’s academic pre‐skills

Knowledge-building patterns in educational dialogue

Language development and symbolic play in children with and without familial risk for dyslexia

Language problems in children with learning disabilities: do they interfere with maternal communication?

Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other-A Longitudinal Study Across Grades 1 and 9

Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies

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

Longitudinal Stability of Reading Difficulties: Examining the Effects of Measurement Error, Cut-Offs, and Buffer Zones in Identification

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

Maternal homework approach and adolescents’ academic skills: The mediating role of task values

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

Mediating effects of motor performance, cardiorespiratory fitness, physical activity, and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children

Millainen johtaminen tuki peruskoulujen henkilöstön työhyvinvointia covid-19-pandemiasta johtuneen etäkoulun aikana?

Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia

Mother-child teaching strategies and learning disabilities

Mothers' Causal Attributions Questionnaire

Mothers' causal attributions concerning the reading achievement of their children with and without familial risk for dyslexia