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Leena Holopainen

Leena Holopainen
University of Eastern Finland, Joensuu campus · School of Educational Sciences and Psychology

PhD

About

42
Publications
14,031
Reads
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1,057
Citations
Introduction
Leena Holopainen currently works at the School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu campus. Leena does research in Educational Psychology, Pre-school Education and Further (Post-compulsory) Education. Their current project is 'First Steps longitudinal Study'.
Additional affiliations
January 2004 - present
University of Eastern Finland
Position
  • Professor in Special Education

Publications

Publications (42)
Article
This study investigated why some Finnish students receive part-time special education in Grade 1, duration of that support, and its relation to student reading fluency, reading comprehension, and arithmetic fluency development. The participants included two groups from Grade 1 receiving part-time special education (1–2 years vs. 3–4 years) and a co...
Article
Full-text available
The aim of this study was to use path modelling to establish how rapid automatized naming (RAN), verbal short-term memory (VSTM), letter-sound connection (LSC), phoneme blending (PHB), and Raven tasks predict reading in Finnish and German. Students (N = 769) from Finland, Germany, and Italy (German-speaking children from South Tyrol) were followed...
Article
Full-text available
We investigated the predictive power of cognitive skills and background variables of 769 first and second grade children learning to read two orthographically different languages Finnish and German in three countries Finland, Germany and Italy. Main results from stepwise regression models showed that in all countries word reading at first grade was...
Chapter
Ydinhuomioita – Ryhmän myönteinen ilmapiiri ja toimintakulttuuri tukevat oppilaiden oppimista ja kasvua. – Kehittävä arviointi edistää oppilaiden osallisuutta ja tukee oppimisprosesseja. – Vahvuuslähtöisyys arvioinnissa ja opetuksessa on koko kouluyhteisön asia. – Opettajankoulutuksen sisältöjä kehittämällä voidaan välittää tietoa tutkimusperustais...
Article
Full-text available
Previous studies have showed that early problems with word decoding can lead to poor performance in text reading and comprehension and suggest that poor readers often struggle with reading deficits throughout their school years. Therefore, early detection of those children who are at risk for slow reading development and/or who belong to the lowest...
Article
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This study seeks to explore the structure of subjective school well-being (SWB) and the relation between SWB, self-esteem and experienced schoolwork difficulties and some background variables of academically oriented students in their first year in upper-secondary education. First, the one-factor model in SWB fitted the data best. Second, the findi...
Article
This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city ( N = 595; 302 females, 293 males) w...
Article
Full-text available
The aim of the current study was to identify latent profile groups based on observed teachers’ classroom quality and the relations of the latent profile groups to teacher age, teaching experience and children’s classroom engagement and disaffection. Observations of 57 Vietnamese kindergarten teachers were conducted in the domains of emotional suppo...
Article
In this study, we investigated children’s classroom engagement and disaffection and their relationships with class size, child gender, child age and school type in Vietnamese kindergartens. Children’s classroom engagement and disaffection were examined among 1315 kindergarteners (mean age = 5.49; SD = 0.87) and 33 teachers from 31 classrooms in 8 k...
Article
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The aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and phonological skills). Further, we investigated to what extent teachers were able to identify difficulties in pre-reading skills of...
Article
This study investigated the quality of teacher-child interaction and its effects on children’s classroom engagement and disaffection in Vietnamese kindergartens. The quality of teacher-child interaction was measured using the Classroom Assessment Scoring System. Children´s classroom engagement and disaffection were assessed by Engagement versus Dis...
Article
Full-text available
In the original publication, some data were published incorrectly. The authors apologize for the errors. © 2017 Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media B.V.
Presentation
Full-text available
Abstract of the conference presentation, single paper is attached.
Article
Full-text available
Previous studies show that many students with reading and spelling problems have a lack of progress in reading and spelling skills after years of special education services. The aim of the study is to evaluate the reading and spelling skills of Finnish children in grades 1 and 2 receiving part-time special education from special education teachers...
Article
Full-text available
The aim of this study was to examine the role of mothers’ (language minority mothers, LM, n = 49, and Finnish-speaking mothers, MP, n = 368) parenting styles and maternal help with their children’s homework in the children’s (mean age 11.43 years) literacy skills at fourth grade in Finland. In addition, the moderating effect of a child’s gender on...
Article
Full-text available
This study examines the development of reading and writing from first to second grade in transparent orthography (Finnish) among three groups: language minority children (n = 49), Finnish children at risk of reading difficulties (n = 347), and Finnish speaking children (n = 1747). Findings indicated that reading and writing skills in the language m...
Article
In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 year...
Article
Full-text available
Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and so...
Chapter
Full-text available
Students with difficulties in reading and mathematics experience many challenges during their education. Students tend to be underachievers as they have to compensate for poor reading/mathematical skills by working harder. This results in longer workdays and increased pressure, which, in turn, affects further educational choices. Without adequate s...
Article
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The present study examined how depressive symptoms change in late adolescence and whether reading disabilities (RD) affect the level or change of the symptoms. The sample consisted of 293 Finnish adolescents (150 girls, 143 boys; 58 with RD). Participants completed a screening test for reading and spelling skills in ninth grade (age 15), and a depr...
Article
Tämä interventiotutkimus oli osa harjoittelukoulujen Tutkimus-, kokeilu- ja kehittämistoimintaa. Tutkimuksen tavoitteena oli selvittää, miten opettajien laskustrategioiden opettamiseen ja ajattelun mallintamiseen liittyvällä interventiolla voidaan vaikuttaa oppilaiden käyttämiin laskustrategioihin, oppilaiden matematiikan taitoihin sekä oppilaan ma...
Article
Full-text available
In this longitudinal study, we investigated the role of word reading and mathematical difficulties measured in 9th grade as factors for receiving educational support for learning in upper secondary education in Grades 10 to 12 (from ages 16 to 19) and furthermore as predictors of dropout from upper secondary education within 5 years after compulsor...
Article
Full-text available
This study investigated whether mathematical and reading difficulties and self-reported learning problems predicted school achievement in the ninth grade, at the age of 16, and how these difficulties further explained the transition either to upper secondary academic education or to vocational education. The sample of the present study comprised on...
Article
Full-text available
In this study, the existence of reading difficulties (RD) among young adults and the relation between RD, cognitive abilities and length of service period were examined. The aim was to study the manifestation of reading difficulties with young adult males, the connection between different cognitive abilities and reading comprehension and decoding s...
Article
The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities were assessed at age 16 with the...
Article
Full-text available
This study examines the relationship between social competence and psychological well-being of adolescents. The role of academic learning disabilities with social competence and psychological well-being was also studied. The sample (n = 412; 207 girls and 205 boys), one complete age group (mean age 15.5 years), was followed from last year of compre...
Article
The main purpose of this study was to examine the extent to which middle and late adolescents' depressive symptoms predict their later school burnout and, in turn, the extent to which school burnout predicts depressive symptoms. Drawing on data gathered at ages 15-19 in two-three-wave longitudinal studies, we investigated cross-lagged paths between...
Article
The main aim of this study was to find out what kind of factor model of written language skills could be created on the basis of tests of reading accuracy and fluency, spelling and reading comprehension, and how the written language skills factor and school achievement predict choice of secondary education and what effects gender, special education...
Article
Full-text available
This study is an intervention case study of fluency in Finnish‐speaking children with dyslexia. Two 7‐year‐old children, a girl and a boy, were selected from the Jyväskylä Longitudinal Study of Dyslexia. The intervention emphasised syllables as reading units, and proceeded from reading syllables to reading words and text. Letter knowledge, reading...
Article
Computer-based assessment of the use of beginning and end analogies based on clue syllables of five different syllable structures was developed to examine the role of analogy in beginning reading of a orthographically regular language, Finnish. Forty-seven Grade 1 children with a mean age of 7.5 years participated in the study. Unlike English, the...
Article
Full-text available
A random sample of 91 preschool children was assessed prior to receiving formal reading instruction. Verbal and nonverbal measures were used as predictors for the time of instruction required to accurately decode pseudowords in the highly orthographically regular Finnish language. After 2 years, participants were divided into four groups depending...
Article
In this study, 91 Finnish-speaking preschoolers (ranging in age from 6.4 to 7.4 years) were tested by using 2 structural equation models. None of the participants had entered school at the time of the study because the age of school entry in Finland is 7 years. The structural equation models were built particularly to examine the connections betwee...

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