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

Eija PakarinenDepartment of Teacher Education, University of JyväskyläCorrespondence[email protected]

Marja-Kristiina LerkkanenDepartment of Teacher Education, University of Jyväskylä

Anna-Maija PoikkeusDepartment of Teacher Education, University of Jyväskylä

Helena Rasku-PuttonenDepartment of Teacher Education, University of Jyväskylä

Sirpa Eskelä-HaapanenDepartment of Teacher Education, University of Jyväskylä

Martti SiekkinenSchool of Applied Educational Science and Teacher Education, University of Eastern Finland

Jari-Erik NurmiDepartment of Psychology, University of Jyväskylä

show all

Citations (6)

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (3)

Li Sha, Guili Zhang, Peng Feng, Xuejie Peng & Li Luo. (2022) Teacher–child interactions during picture book reading in Chinese preschool classrooms: a comparative study of novice and experienced teachers. Early Years 0:0, pages 1-16.
Read now

Liv Kristin Bjorlykke Øvereng & Siv M. Gamlem. (2022) Mapping the quality of teacher–pupil interactions in lessons with and without the use of tablets during a typical school day in first grade. Cambridge Journal of Education 52:4, pages 473-493.
Read now

Christiane Grosse, Katharina Kluczniok & Hans-Guenther Rossbach. (2019) Instructional quality in school entrance phase and its influence on students’ vocabulary development: empirical findings from the German longitudinal study BiKS. Early Child Development and Care 189:9, pages 1561-1574.
Read now

Articles from other publishers (3)

Yucheng Cao, Young-Suk Grace Kim & Minkyung Cho. (2022) Are Observed Classroom Practices Related to Student Language/Literacy Achievement?. Review of Educational Research 93:5, pages 679-717.
Crossref

Nhi Hoang, Leena Holopainen & Martti Siekkinen. (2018) Classroom quality profiles and associations with children’s classroom engagement in Vietnamese kindergartens. Learning Environments Research 22:2, pages 193-208.
Crossref

Thilo Schmidt, Wilfried Smidt, Katharina Kluczniok & Magdalena Riedmeier. (2018) Interaktionsqualität in Kindertageseinrichtungen – Eine vergleichende Betrachtung standardisierter gruppen- und zielkindbezogener Erhebungsverfahren. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research 13:4-2018, pages 459-476.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

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

Articles from other publishers (3)

Information for

Open access

Opportunities

Help and information

Your download is now in progress and you may close this window

Login or register to access this feature

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

Citations (6)

Read on this site (3)

Articles from other publishers (3)

Reprints and Corporate Permissions

Academic Permissions

Related research

To cite this article:

Download citation

Information for

Open access

Opportunities

Help and information

Keep up to date