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Your search keyword '"Lyytinen, Heikki"' showing total 3 results
Start Over Author "Lyytinen, Heikki" Topic phonetics Topic phonology
3 results on '"Lyytinen, Heikki"'

1. Predictors of developmental dyslexia in European orthographies with varying complexity

Author

Landerl, Karin, Ramus, Franck, Lyytinen, Heikki, Moll, Kristina, Leppänen, Paavo H. T., Lohvansuu, Kaisa, O’Donovan, Michael, Williams, Julie, Bartling, Jürgen, Bruder, Jennifer, Kunze, Sarah, Neuhoff, Nina, Tóth, Dénes, Honbolygó, Ferenc, Bogliotti, Caroline, Csépe, Valéria, Iannuzzi, Stéphanie, Chaix, Yves, Démonet, Jean-François, Longeras, Emilie, Valdois, Sylviane, Chabernaud, Camille, Delteil-Pinton, Florence, Billard, Catherine, George, Florence, Ziegler, Johannes C., Comte-Gervais, Isabelle, Soares-Boucaud, Isabelle, Gérard, Christophe-Loïc, Blomert, Leo, Vaessen, Anniek, Gerretsen, Patty, Ekkebus, Michel, Brandeis, Daniel, Maurer, Urs, van der Mark, Sanne, Schulz, Enrico, Müller-Myhsok, Bertram, Schulte-Körne, Gerd, Laboratoire de sciences cognitives et psycholinguistique (LSCP), Département d'Etudes Cognitives - ENS Paris (DEC), École normale supérieure - Paris (ENS Paris), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École normale supérieure - Paris (ENS Paris), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École des hautes études en sciences sociales (EHESS)-Centre National de la Recherche Scientifique (CNRS), Institute of Psychological Medicine and Clinical Neurosciences, Cardiff University, MRC Centre for Neuropsychiatric Genetics and Genomics, Medical Research Council (MRC)-School of Medicine [Cardiff], Cardiff University-Institute of Medical Genetics [Cardiff]-Cardiff University-Institute of Medical Genetics [Cardiff], Bioinformatics, GlaxoSmithKline, Modèles, Dynamiques, Corpus (MoDyCo), Université Paris Nanterre (UPN)-Centre National de la Recherche Scientifique (CNRS), Imagerie cérébrale et handicaps neurologiques (ICHN), Institut des sciences du cerveau de Toulouse. (ISCT), Université Toulouse - Jean Jaurès (UT2J)-Université Toulouse III - Paul Sabatier (UT3), Université Fédérale Toulouse Midi-Pyrénées-Université Fédérale Toulouse Midi-Pyrénées-CHU Toulouse [Toulouse]-Institut National de la Santé et de la Recherche Médicale (INSERM)-Centre National de la Recherche Scientifique (CNRS)-Université Toulouse - Jean Jaurès (UT2J)-Université Toulouse III - Paul Sabatier (UT3), Université Fédérale Toulouse Midi-Pyrénées-Université Fédérale Toulouse Midi-Pyrénées-CHU Toulouse [Toulouse]-Institut National de la Santé et de la Recherche Médicale (INSERM)-Centre National de la Recherche Scientifique (CNRS)-Institut National de la Santé et de la Recherche Médicale (INSERM), Centre Leenaards de la Mémoire, Université de Lausanne (UNIL)-CHUV, Laboratoire de Psychologie et NeuroCognition (LPNC), Centre National de la Recherche Scientifique (CNRS)-Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Joseph Fourier - Grenoble 1 (UJF)-Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry]), Centre d'économie et d'éthique pour l'environnement et le développement (C3ED), Université de Versailles Saint-Quentin-en-Yvelines (UVSQ), Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), Translational Centre for Regenerative Medicine (TRM), Department of Cell Therapy, Universität Leipzig [Leipzig]-Universität Leipzig [Leipzig], Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University of Munich, University of Zurich, Landerl, Karin, École normale supérieure - Paris (ENS-PSL), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École normale supérieure - Paris (ENS-PSL), Université de Lausanne = University of Lausanne (UNIL)-CHUV, Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Joseph Fourier - Grenoble 1 (UJF)-Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Centre National de la Recherche Scientifique (CNRS), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Cognitive Neuroscience, RS: FPN CN 6, Université Toulouse - Jean Jaurès (UT2J), Université de Toulouse (UT)-Université de Toulouse (UT)-Université Toulouse III - Paul Sabatier (UT3), Université de Toulouse (UT)-Centre Hospitalier Universitaire de Toulouse (CHU Toulouse)-Institut National de la Santé et de la Recherche Médicale (INSERM)-Centre National de la Recherche Scientifique (CNRS)-Université Toulouse - Jean Jaurès (UT2J), Université de Toulouse (UT)-Centre Hospitalier Universitaire de Toulouse (CHU Toulouse)-Institut National de la Santé et de la Recherche Médicale (INSERM)-Centre National de la Recherche Scientifique (CNRS)-Institut National de la Santé et de la Recherche Médicale (INSERM), and Universität Leipzig-Universität Leipzig

Subjects
Male, MESH: Awareness, OPAQUE ORTHOGRAPHIES, CHILDREN, Neuropsychological Tests, DIFFERENT LANGUAGES, Vocabulary, MESH: Semantics, Dyslexia, 2738 Psychiatry and Mental Health, Reference Values, MESH: Child, MESH: Cross-Cultural Comparison, Child, orthography, Psycholinguistics, 10093 Institute of Psychology, MESH: Reference Values, MESH: Neuropsychological Tests, Awareness, Verbal Learning, cross-linguistic, 10058 Department of Child and Adolescent Psychiatry, Semantics, Europe, Memory, Short-Term, Female, [SDV.NEU]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC], Cross-Cultural Comparison, MESH: Dyslexia, Psychometrics, MESH: Phonetics, 610 Medicine & health, behavioral disciplines and activities, MESH: Memory, Short-Term, MESH: Psycholinguistics, CONSISTENCY, MESH: Psychometrics, Phonetics, Humans, 2735 Pediatrics, Perinatology and Child Health, MESH: Vocabulary, 3204 Developmental and Educational Psychology, MESH: Verbal Behavior, MESH: Humans, Verbal Behavior, ACQUISITION, MESH: Verbal Learning, MESH: Male, TRANSPARENT, phonology, STATES, MESH: Europe, 150 Psychology, MESH: Female, NAMING SPEED
Abstract

International audience; BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). RESULTS: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. CONCLUSIONS: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia.

Published
2013

2. Precursors and Consequences of Phonemic Length Discrimination Ability Problems in Children With Reading Disabilities and Familial Risk for Dyslexia.

Author

Pennala, Riitta, Eklund, Kenneth, Hämäläinen, Jarmo, Martin, Maisa, Richardson, Ulla, Leppänen, Paavo H. T., and Lyytinen, Heikki

Subjects
DYSLEXIA, DYSLEXIA -- Risk factors, ANALYSIS of variance, INTELLIGENCE tests, NEUROPSYCHOLOGICAL tests, PHONETICS, READING disability, REGRESSION analysis, RESEARCH funding, SPEECH perception in children, STATISTICS, DATA analysis, CHILDREN with disabilities, EFFECT sizes (Statistics), DESCRIPTIVE statistics, CHILDREN, GENETICS
Abstract

Purpose: The authors investigated the importance of phonemic length discrimination ability on reading and spelling skills among children with reading disabilities and familial risk for dyslexia and among children with typical reading skills, as well as the role of prereading skills in reading and spelling development in children with reading disabilities. Method: Finnish children with reading disabilities and discrimination problems (RDDP, n = 13), children with reading disabilities and typical discrimination abilities (RDTD, n = 27), and children with typical reading skills (TR, n = 140) were assessed between the ages of 1 and 6.5 years for language, phonological awareness, IQ, verbal memory, and rapid automatized naming. IQ, discrimination ability, and reading and spelling skills were assessed in the second grade. Statistical differences were examined at the group level. Results: The RDDP group was poorer in spelling accuracy compared with the other groups. The RDDP group's prereading skills were poorer than those of the RDTD group. In regression analyses, the RDDP group's poor spelling skills were partially explained by their discrimination ability. Conclusion: Prereading skills are connected to poor reading skills, but phonemic length discrimination ability plays a critical role in spelling accuracy problems among children with reading disabilities and with familial risk for dyslexia. [ABSTRACT FROM AUTHOR]

Published
2013
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3. Very early phonological and language skills: estimating individual risk of reading disability.

Author

Puolakanaho, Anne, Ahonen, Timo, Aro, Mikko, Eklund, Kenneth, Leppänen, Paavo H.T., Poikkeus, Anna‐Maija, Tolvanen, Asko, Torppa, Minna, and Lyytinen, Heikki

Subjects
PHONOLOGY, PHONETICS, LANGUAGE disorders, READING disability, MEMORY, PROBABILITY theory
Abstract

Background: Analyses from the Jyväskylä Longitudinal Study of Dyslexia project show that the key childhood predictors (phonological awareness, short-term memory, rapid naming, expressive vocabulary, pseudoword repetition, and letter naming) of dyslexia differentiate the group with reading disability ( n = 46) and the group without reading problems ( n = 152) at the end of the 2nd grade. These measures were employed at the ages of 3.5, 4.5 and 5.5 years and information regarding the familial risk of dyslexia was used to find the most sensitive indices of an individual child's risk for reading disability. Methods: Age-specific and across-age logistic regression models were constructed to produce the risk indices. The predictive ability of the risk indices was explored using the ROC (receiver operating curve) plot. Information from the logistic models was further utilised in illustrating the risk with probability curve presentations. Results: The logistic regression models with familial risk, letter knowledge, phonological awareness and RAN provided a prediction probability above .80 (area under ROC). Conclusions: The models including familial risk status and the three above-mentioned measures offer a rough screening procedure for estimating an individual child's risk for reading disability at the age of 3.5 years. Probability curves are presented as a method of illustrating the risk. [ABSTRACT FROM AUTHOR]

Published
2007
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