Early grade learning: The role of teacher-child interaction and tutor-assisted intervention

The current dissertation focused on two pedagogical and instructional challenges in the beginning phases of primary school learning. First, the combination of increased classroom instruction, novice status in formal learning, and less developed self-regulatory skills makes young children highly sensitive to guidance and emotional support from the teacher. Our results provided evidence that children’s experiences of teacher interpersonal behaviour in terms of these teacher roles are important predictors of (mathematics) achievement. With regard to the issue of classroom diversity, the differential role of both dimensions across classes was explored. Second, classroom contexts are generally limited in the accommodations offered on an individual level. A crucial question is whether reading failure can be prevented in children who are at the highest risk (i.e., children with low pre-literacy skills and familial risk of dyslexia). The solution investigated in this dissertation concerned the use of non-professional tutors (e.g., parents, volunteers) when assisted by a computer program. In order to enhance prevention, individualized instruction was provided just before and during the active reading period in Grade 1 and 2. In short, the studies showed that: (1) non-professional tutors were generally able to provide highly sufficient instructional support, (2) quantity of implementation was associated with higher intervention outcomes, and (3) clear effects of the intervention design (e.g., reduction of severe reading difficulties/clinical diagnosis and secondary problems). In addition, results shed light on the role of children’s risk profile, implementation of the intervention (e.g., number of sessions), and protective social-emotional characteristics in relation to individual responsiveness to the intervention. Results and their implications are discussed