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How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements

Dyslexia (Chichester, England), 2022-11, Vol.28 (4), p.378-396

2022

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Is part‐time special education beneficial for children at risk for reading difficulties? An example from Estonia

Dyslexia (Chichester, England), 2021-02, Vol.27 (1), p.126-150

2021

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Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension?

Frontiers in psychology, 2023-08, Vol.14, p.1191103-1191103

2023

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DEVELOPMENT OF ESTONIAN STUDENTS’ READING SKILLS AND TYPES OF READING ERRORS: A DESCRIPTIVE STUDY IN A LANGUAGE WITH TRANSPARENT ORTHOGRAPHY

Eesti Rakenduslingvistika Ühingu aastaraamat, 2022-01, Vol.18 (18), p.113-130

2022

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Emergent literacy of 5-year-old Estonian- and Russian-speaking Estonian children: What subskills are behind the differences?

Lähivertailuja, 2022-01, Vol.32 (32), p.181-212

2022

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Reading and math skills of students with special educational needs in regular and special classes

Eesti Haridusteaduste Ajakiri., 2023-05, Vol.11 (1), p.159-186

2023

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Early prediction of reading trajectories of children with and without reading instruction in kindergarten: a comparison study of Estonia and Finland

Journal of research in reading, 2019-05, Vol.42 (2), p.389-410

2019

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

Compare, 2022-01, Vol.52 (1), p.92-109

2022

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Effects of Prior Knowledge on Comprehending Text About Learning Strategies

Frontiers in education (Lausanne), 2021-10, Vol.6

2021

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General and special education teachers’ knowledge about reading comprehension processes and instructional practices

Reading & writing, 2022-11, Vol.35 (9), p.2229-2256

2022

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Macrostructure in the Narratives of Estonian Children with Typical Development and Language Impairment

Journal of speech, language, and hearing research, 2010-10, Vol.53 (5), p.1321-1333

2010

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Eesti ja soome sõnalugemistestide võrdlus

Eesti Rakenduslingvistika Ühingu aastaraamat, 2013 (9), p.279-296

2013

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The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support

International journal of behavioral development, 2015-09, Vol.39 (5), p.402-412

2015

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Effortful control, task persistence, and reading skills

Journal of applied developmental psychology, 2018-01, Vol.54, p.42-52

2018

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Referentsiaalsed noomenifraasid laste narratiivides

Eesti Rakenduslingvistika Ühingu Aastaraamat, 2012-05 (8), p.91-107

2012

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

Learning and instruction, 2015-08, Vol.38, p.14-23

2015

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Teacher Judgments of Student Reading and Math Skills: Associations With Child- and Classroom-Related Factors

Scandinavian journal of educational research, 2018-09, Vol.62 (5), p.783-797

2018

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Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade

Scandinavian journal of educational research, 2018-11, Vol.62 (6), p.832-849

2018

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Relationships between teachers' metacognitive knowledge and students' metacognitive knowledge and reading achievement

European journal of psychology of education, 2017-04, Vol.32 (2), p.201-218

2017

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Teacher judgments of student reading and math skills - associations with child- and classroom-related factors

Scandinavian journal of educational research, 2018, Vol.62 (5)

2018

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Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles

Learning and individual differences, 2016-07, Vol.49, p.270-277

2016

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Relations of reading skills and motivation with teaching styles in first grade

Eesti Haridusteaduste Ajakiri., 2014-05, Vol.2 (1), p.67-95

2014

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Reading comprehension from grade 1 to 6 in two shallow orthographies: comparison of Estonian and Finnish students

Compare, 2019-09, Vol.49 (5), p.681-699

2019

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Vahendamata ja vahendatud narratiiv laste kõnearengu hindamisel

Eesti Rakenduslingvistika Ühingu Aastaraamat, 2010, Vol.6 (6), p.277-296

2010

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Associations between reading skills, interest in reading, and teaching practices in first grade

Scandinavian journal of educational research, 2018, Vol.62 (6)

2018

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How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements

Is part‐time special education beneficial for children at risk for reading difficulties? An example from Estonia

Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension?

DEVELOPMENT OF ESTONIAN STUDENTS’ READING SKILLS AND TYPES OF READING ERRORS: A DESCRIPTIVE STUDY IN A LANGUAGE WITH TRANSPARENT ORTHOGRAPHY

Emergent literacy of 5-year-old Estonian- and Russian-speaking Estonian children: What subskills are behind the differences?

Reading and math skills of students with special educational needs in regular and special classes

Early prediction of reading trajectories of children with and without reading instruction in kindergarten: a comparison study of Estonia and Finland

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

Effects of Prior Knowledge on Comprehending Text About Learning Strategies

General and special education teachers’ knowledge about reading comprehension processes and instructional practices

Macrostructure in the Narratives of Estonian Children with Typical Development and Language Impairment

Eesti ja soome sõnalugemistestide võrdlus

The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support

Effortful control, task persistence, and reading skills

Referentsiaalsed noomenifraasid laste narratiivides

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

Teacher Judgments of Student Reading and Math Skills: Associations With Child- and Classroom-Related Factors

Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade

Relationships between teachers' metacognitive knowledge and students' metacognitive knowledge and reading achievement

Teacher judgments of student reading and math skills - associations with child- and classroom-related factors

Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles

Relations of reading skills and motivation with teaching styles in first grade

Reading comprehension from grade 1 to 6 in two shallow orthographies: comparison of Estonian and Finnish students

Vahendamata ja vahendatud narratiiv laste kõnearengu hindamisel

Associations between reading skills, interest in reading, and teaching practices in first grade

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