Decoding difficulties in Finnish among Russian-speaking children

Abstract

This thesis investigated the decoding difficulties that Russian-speaking children (the total number is 35) who studied in the preparatory classes, primary and secondary school in a middle sized Finnish city, had skills in both Russian (L1) and Finnish (L2), the typical mistakes they make during the decoding part of the reading skill. The data were collected during observations, including performance check lists, and by interview conduction with classroom teachers, teachers’ assistants, teachers of the preparatory classes and teachers of the native language, concerning the decoding difficulties of the children and learning strategies used during the educational process. The results showed that Russian immigrant children have minor difficulties in decoding. These decoding difficulties were caused by the difference of the language systems. The interviews proved that the minor difficulties in decoding are the results of the usage of multifunctional learning strategies, the cooperative work between classroom and native language teachers. The founding can be used in the teaching practice in the preparatory classes in other countries, the observed learning methods can be applied in lifelong learning practice.