Elementary school teachers adapt their instructional support according to students' academic skills: A variable and person-oriented approach. (September 2015)

• Record Type: Journal Article
• Authors: Kiuru, Noona; Nurmi, Jari-Erik; Leskinen, Esko; Torppa, Minna; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka
• Other Names: Kiuru Noona guest-editor.; Nurmi Jari-Erik guest-editor.
• Is Part Of: International journal of behavioral development. Volume 39:Number 5(2015:Sep.)
• Page Start: 391
• Page End: 401
• Publication Date: 2015-09
• Subjects: adaptive teaching -- evocative effect -- individual support and attention -- mathematics -- reading -- teacher–student relationship; Developmental psychology -- Periodicals; Behaviorism (Psychology) -- Periodicals; 150
• DOI: 10.1177/0165025415575764
• Languages: English
• ISSNs: 0165-0254

Abstract

This study examined the longitudinal associations between children's academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they gave each child in reading and mathematics. The results showed that the poorer the student's reading and math skills were, the more support and attention the student received from his or her teacher later on. However, instructional support did not contribute positively to the subsequent development of the students' academic skills. The person-oriented analyses showed that a relatively small group of children, that is, those showing the poorest academic skills, received the largest dose of teacher support, both with respect to reading and mathematics.