Papers by Jóhanna Einarsdóttir
Tilgangur rannsóknarinnar var að kanna hvort málþroskamaelingar við fimm ára aldur spái fyrir um ... more Tilgangur rannsóknarinnar var að kanna hvort málþroskamaelingar við fimm ára aldur spái fyrir um ýmsa félagslega og sálraena þaetti síðar á lífsleiðinni. Árin 1997 og 1998 var athugaður málþroski 267 leikskólabarna með HLJÓM-2-prófinu. Þessi börn, sem eru nú orðin fullorðin (18 og 19 ára), voru í þessari rannsókn beðin að svara rafraenum spurningalista um ýmsa þaetti, meðal annars reynslu þeirra af grunnskólagöngu sinni, hvort þau hefðu verið greind með þaetti sem hamla þeim í námi og hvort þau hefðu stundað nám að loknum grunnskóla. Niðurstöður sýndu marktaek tengsl milli árangurs á HLJÓM-2 og margra þessara þátta. Þau sem höfðu sýnt slakan árangur á HLJÓM-2 fannst námið í grunnskóla baeði erfiðara og leiðinlegra, þeim hafði frekar verið strítt eða þau lögð í einelti og höfðu frekar verið í sérkennslu en þau sem hafði gengið betur á HLJÓM-2. Þessi sami hópur var einnig líklegri til að vera með greiningar um örðugleika, til daemis var rúmlega fjórðungur þeirra sem sýndu slakan árangur á HLJÓM-2 með greiningu um athyglisbrest og fjórðungur með námsörðugleika. Af þeim sem gekk vel á HLJÓM-2 voru aftur á móti 12% með greiningu um athyglisbrest og 2% með námsörðugleika. Ljóst er að slakur árangur á HLJÓM-2 spáir ekki aðeins fyrir um slakan árangur í námi heldur hefur hann einnig forspárgildi um slaema reynslu úr grunnskóla. Mikilvaegt er að betri samvinna og samskipti um viðbrögð við niðurstöðum á HLJÓM-2 náist milli leikskóla og grunnskóla. Þannig maetti koma betur til móts við þarfir nemenda í áhaettu og draga úr eða koma í veg fyrir neikvaeða reynslu þeirra í grunnskóla.
Books by Jóhanna Einarsdóttir
Icelandic Studies on Diversity and Social Justice in Education, 2018
Icelandic schools are faced with increasing levels of linguistic diversity
on account of the grow... more Icelandic schools are faced with increasing levels of linguistic diversity
on account of the growing number of students being brought up with more
than one language. Schools and parents are encouraged to foster active
bilingualism among children with mother tongues other than Icelandic
(Ministry of Education, Science, and Culture 2014a). The purpose of the
study in this chapter is threefold. The first aim is to describe the common
language ideologies, methods, and maintenance in the family setting of
linguistically diverse children, referred to as their family language policy
(FLP) (King and Fogle 2013). The second aim is to evaluate such
children’s Icelandic phonological awareness (IPA) in preschools. Lastly,
this study seeks to analyze the associations between FLP and IPA among
linguistically diverse students in Iceland. Quantitative data were gathered
from children in their last preschool year (N=45) via their results from the
HLJÓM-2 standardized screening test of IPA and from their parents’
responses on the FLP questionnaire. Our findings suggest that children’s
families had various embodiments of FLP reflected in their different
sociolinguistic circumstances and habits. However, contrary to foreign
studies, our findings revealed that the mean score of the participants’
HLJÓM-2 results was less than the national average and that a higher
percentage scored below average. Lastly, significant associations were
found between some aspects of children’s FLP and IPA. Results are
discussed and some implications are suggested.
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Papers by Jóhanna Einarsdóttir
Books by Jóhanna Einarsdóttir
on account of the growing number of students being brought up with more
than one language. Schools and parents are encouraged to foster active
bilingualism among children with mother tongues other than Icelandic
(Ministry of Education, Science, and Culture 2014a). The purpose of the
study in this chapter is threefold. The first aim is to describe the common
language ideologies, methods, and maintenance in the family setting of
linguistically diverse children, referred to as their family language policy
(FLP) (King and Fogle 2013). The second aim is to evaluate such
children’s Icelandic phonological awareness (IPA) in preschools. Lastly,
this study seeks to analyze the associations between FLP and IPA among
linguistically diverse students in Iceland. Quantitative data were gathered
from children in their last preschool year (N=45) via their results from the
HLJÓM-2 standardized screening test of IPA and from their parents’
responses on the FLP questionnaire. Our findings suggest that children’s
families had various embodiments of FLP reflected in their different
sociolinguistic circumstances and habits. However, contrary to foreign
studies, our findings revealed that the mean score of the participants’
HLJÓM-2 results was less than the national average and that a higher
percentage scored below average. Lastly, significant associations were
found between some aspects of children’s FLP and IPA. Results are
discussed and some implications are suggested.
on account of the growing number of students being brought up with more
than one language. Schools and parents are encouraged to foster active
bilingualism among children with mother tongues other than Icelandic
(Ministry of Education, Science, and Culture 2014a). The purpose of the
study in this chapter is threefold. The first aim is to describe the common
language ideologies, methods, and maintenance in the family setting of
linguistically diverse children, referred to as their family language policy
(FLP) (King and Fogle 2013). The second aim is to evaluate such
children’s Icelandic phonological awareness (IPA) in preschools. Lastly,
this study seeks to analyze the associations between FLP and IPA among
linguistically diverse students in Iceland. Quantitative data were gathered
from children in their last preschool year (N=45) via their results from the
HLJÓM-2 standardized screening test of IPA and from their parents’
responses on the FLP questionnaire. Our findings suggest that children’s
families had various embodiments of FLP reflected in their different
sociolinguistic circumstances and habits. However, contrary to foreign
studies, our findings revealed that the mean score of the participants’
HLJÓM-2 results was less than the national average and that a higher
percentage scored below average. Lastly, significant associations were
found between some aspects of children’s FLP and IPA. Results are
discussed and some implications are suggested.