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

Child development, 2020-05, Vol.91 (3), p.876-900

2020

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Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre‐Academic Skills in Literacy and Math

Child development, 2021-01, Vol.92 (1), p.388-407

2021

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Subtypes of mathematical learning disability and their antecedents: A cognitive diagnostic approach

Child development, 2023-05, Vol.94 (3), p.633-647

2023

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Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5‐Year Longitudinal Study

Child development, 2020-01, Vol.91 (1), p.7-27

2020

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Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal

Infant and child development, 2021-05, Vol.30 (3), p.n/a

2021

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Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?

Reading research quarterly, 2023-04, Vol.58 (2), p.220-239

2023

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Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge

Child development, 2014-05, Vol.85 (3), p.1091-1107

2014

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Teacher–student interaction and lower secondary school students’ situational engagement

British journal of educational psychology, 2019-06, Vol.89 (2), p.374-392

2019

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Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education

Reading research quarterly, 2023-10, Vol.58 (4), p.505-538

2023

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Home Literacy Activities and Children's Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2

Frontiers in psychology, 2020-07, Vol.11, p.1508-1508

2020

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Association between the teacher-student relationship and teacher visual focus of attention in Grade 1: student task avoidance and gender as moderators

Educational psychology (Dorchester-on-Thames), 2024-03, Vol.44 (3), p.265-283

2024

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Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

Child development, 2011-05, Vol.82 (3), p.1013-1028

2011

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Relations between Kindergarten Teachers' Occupational Well-being and the Quality of Teacher-child Interactions

Early education and development, 2020-10, Vol.31 (7), p.994-1010

2020

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Teachers' Focus of Attention in First-grade Classrooms: Exploring Teachers Experiencing Less and More Stress Using Mobile Eye-tracking

Scandinavian journal of educational research, 2022-09, Vol.66 (6), p.1076-1092

2022

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Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1

British journal of educational psychology, 2023-04, Vol.93 (S1), p.211-226

2023

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

Journal of youth and adolescence, 2021-02, Vol.50 (2), p.231-245

2021

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Profiles of Work Engagement and Work-Related Effort and Reward Among Teachers: Associations to Occupational Well-Being and Leader-Follower Relationship During the COVID-19 Pandemic

Frontiers in psychology, 2022-05, Vol.13, p.861300-861300

2022

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Educational Dialogue and Teacher Occupational Stress in Relation to Student Math Performance

Scandinavian journal of educational research, 2024-04, Vol.68 (3), p.539-557

2024

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Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school

PloS one, 2021-03, Vol.16 (3), p.e0249112-e0249112

2021

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Longitudinal associations between third‐grade teaching styles and sixth‐grade reading skills: a 3‐year follow‐up study

Journal of research in reading, 2022-02, Vol.45 (1), p.157-169

2022

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Teacher-student relationship and students' social competence in relation to the quality of educational dialogue

Research papers in education, 2024-03, Vol.39 (2), p.324-347

2024

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Intra‐individual dynamics of lesson‐specific engagement: Lagged and cross‐lagged effects from one lesson to the next

British journal of educational psychology, 2021-09, Vol.91 (3), p.997-1014

2021

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The home literacy model in a highly transparent orthography

School effectiveness and school improvement, 2020-01, Vol.31 (1), p.80-101

2020

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Special Education Teachers' Identification of Students' Reading Difficulties in Grade 6

Scandinavian journal of educational research, 2022-01, Vol.66 (1), p.59-72

2022

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The Quality of Teacher-child Interactions and Teachers' Occupational well-being in Finnish Kindergartens: A Person-centered Approach

Early education and development, 2023-10, Vol.34 (7), p.1506-1527

2023

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

Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre‐Academic Skills in Literacy and Math

Subtypes of mathematical learning disability and their antecedents: A cognitive diagnostic approach

Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5‐Year Longitudinal Study

Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal

Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?

Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge

Teacher–student interaction and lower secondary school students’ situational engagement

Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education

Home Literacy Activities and Children's Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2

Association between the teacher-student relationship and teacher visual focus of attention in Grade 1: student task avoidance and gender as moderators

Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

Relations between Kindergarten Teachers' Occupational Well-being and the Quality of Teacher-child Interactions

Teachers' Focus of Attention in First-grade Classrooms: Exploring Teachers Experiencing Less and More Stress Using Mobile Eye-tracking

Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1

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

Profiles of Work Engagement and Work-Related Effort and Reward Among Teachers: Associations to Occupational Well-Being and Leader-Follower Relationship During the COVID-19 Pandemic

Educational Dialogue and Teacher Occupational Stress in Relation to Student Math Performance

Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school

Longitudinal associations between third‐grade teaching styles and sixth‐grade reading skills: a 3‐year follow‐up study

Teacher-student relationship and students' social competence in relation to the quality of educational dialogue

Intra‐individual dynamics of lesson‐specific engagement: Lagged and cross‐lagged effects from one lesson to the next

The home literacy model in a highly transparent orthography

Special Education Teachers' Identification of Students' Reading Difficulties in Grade 6

The Quality of Teacher-child Interactions and Teachers' Occupational well-being in Finnish Kindergartens: A Person-centered Approach

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