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3. Join multinational air operations: Finland

Author

Lyytinen, Heikki, LtGen

Subjects
AIR FORCE - Finland, ROLES AND MISSIONS - Air Force - Finland, PROCUREMENT - Air Force - Finland
Abstract

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Published
2007

4. Assessing the Effectiveness of a Game-Based Phonics Intervention for First and Second Grade English Language Learners in India: A Randomized Controlled Trial

Author

Patel, Priyanka, Torppa, Minna, Aro, Mikko, Richardson, Ulla, and Lyytinen, Heikki

Abstract

Background: In 2018, it was found that only a quarter of Grade 3 children in India were reading at grade level. A growing demand for English education has further limited children's literacy achievement. Despite a strong evidence base in favour of using systematic phonics for building English literacy skills, many teachers in India continue to use rote-methods of literacy instruction. Objectives: We aimed to examine the efficacy of GraphoLearn (GL) English Rime, a computer-assisted reading intervention, in improving the foundational literacy skills of 1st and 2nd grade students who were attending an English medium school in India. Methods: A total of 136 students across 6 classrooms were randomly allocated to play either GL or a control math game over a 5-week intervention period. Students were pre- and post-tested on various English literacy skills using tasks built into the GL software as well as through oral and paper-based tasks. Results and Conclusions: Students who played GL showed significantly greater and faster development on in-game measures of letter-sound knowledge, rime unit recognition, and word recognition as compared to students who did not play GL. In addition, GL resulted in greater effects on these measures for students with stronger English literacy skills prior to the start of the intervention. No differences were found between groups on the oral and paper-based tasks. Implications: GL was able to quickly and effectively teach critical sub-skills for reading. However, a lack of effects on the out-of-game measures opens the door for further discussion on the successful implementation of such interventions.

Published
2022
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5. Testing the Effects of GraphoGame against a Computer-Assisted Math Intervention in Primary School

Author

Lassault, Julie, Sprenger-Charolles, Liliane, Albrand, Jean-Patrice, Alavoine, Edouard, Richardson, Ulla, Lyytinen, Heikki, and Ziegler, Johannes C.

Abstract

Purpose: This study was designed to assess the efficiency of a French version of "GraphoGame" (GG) against an equally engaging math intervention ("Fiete Math," FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method: The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and classes as random effects. Results: We found positive intervention effects of GG on phoneme awareness (effect size, ES = 0.23), orthographic choice (ES = 0.27) and word reading fluency (ES = 0.18). FM had a significant effect on math achievement (ES = 0.28) but not number comparison. Correlations between intervention gains and game variables (overall accuracy, number of levels played) suggest that the effects of GG were specific. Conclusions: Positive effects for focused digital reading and math interventions were found in a large school sample of children from socially disadvantaged neighborhoods.

Published
2022
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6. A Mobile Game as a Support Tool for Children with Severe Difficulties in Reading and Spelling

Author

Ronimus, Miia, Eklund, Kenneth, Westerholm, Jari, Ketonen, Ritva, and Lyytinen, Heikki

Abstract

We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter-sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spring of first grade, the children trained with tablet computers which they could carry with them during the six-week intervention. The average exposure time to training was 5 hr 44 min. The results revealed no differences in the development of reading or spelling skills between GL players and the control group. However, pre-training self-efficacy moderated the effect among GL Reading players: children with high self-efficacy developed more than the control group in word reading fluency, whereas children with low self-efficacy developed less than the control group in spelling.

Published
2020
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8. Game Learning Analytics for Understanding Reading Skills in Transparent Writing System

Author

Niemelä, Marko, Kärkkäinen, Tommi, Äyrämö, Sami, Ronimus, Miia, Richardson, Ulla, and Lyytinen, Heikki

Abstract

Serious games are designed to improve learning instead of providing only entertainment. Serious games analytics can be used for understanding and enhancing the quality of learning with serious games. One challenge in developing the computerized support for learning is that learning of skills varies between players. Appropriate algorithms are needed for analyzing the performance of individual players. This paper presents a novel clustering-based profiling method for analyzing serious games learners. "GraphoLearn," a game for training connections between the speech sounds and letters, serves as the game-based learning environment. The proposed clustering method was designed to group the learners into profiles based on game log data. The obtained profiles were statistically analyzed. For instance, the results revealed one profile consisting of 136 players who had difficulties with connecting most of the target sounds and letters, whereas learners in the other profiles typically had difficulties with specific sound-letter pairs. The results suggest that this profiling method can be useful for identifying children with a risk of reading disability and the proposed approach is a promising new method for analyzing serious game log data.

Published
2020
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9. Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia

Author

Gialluisi, Alessandro, Andlauer, Till F. M., Mirza-Schreiber, Nazanin, Moll, Kristina, Becker, Jessica, Hoffmann, Per, Ludwig, Kerstin U., Czamara, Darina, Pourcain, Beate St, Honbolygó, Ferenc, Tóth, Dénes, Csépe, Valéria, Huguet, Guillaume, Chaix, Yves, Iannuzzi, Stephanie, Demonet, Jean-Francois, Morris, Andrew P., Hulslander, Jacqueline, Willcutt, Erik G., DeFries, John C., Olson, Richard K., Smith, Shelley D., Pennington, Bruce F., Vaessen, Anniek, Maurer, Urs, Lyytinen, Heikki, Peyrard-Janvid, Myriam, Leppänen, Paavo H. T., Brandeis, Daniel, Bonte, Milene, Stein, John F., Talcott, Joel B., Fauchereau, Fabien, Wilcke, Arndt, Kirsten, Holger, Müller, Bent, Francks, Clyde, Bourgeron, Thomas, Monaco, Anthony P., Ramus, Franck, Landerl, Karin, Kere, Juha, Scerri, Thomas S., Paracchini, Silvia, Fisher, Simon E., Schumacher, Johannes, Nöthen, Markus M., Müller-Myhsok, Bertram, and Schulte-Körne, Gerd

Published
2021
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10. Supporting Struggling Readers with Digital Game-Based Learning

Author

Ronimus, Miia, Eklund, Kenneth, Pesu, Laura, and Lyytinen, Heikki

Abstract

This study investigates the effectiveness of a digital game--GraphoLearn (GL)--in supporting second-grade students who have persistent difficulties with acquiring accurate and fluent reading skills. The participants (N = 37) were randomly assigned either to a 6-week intervention including sessions with GL, in addition to school-provided support, or a control group receiving only school-provided support. The intervention took place at the students' homes and schools under the supervision of their parents and teachers. The results showed that the children who received the GL intervention developed significantly faster in word reading than the control group. Moreover, their reading development was significantly faster during the GL intervention compared with that of the follow-up period, which included only typical school-provided support. No transfer effects on reading fluency, reading comprehension, or spelling were found. Furthermore, the children who, according to the observations of their parents and teachers, showed higher cognitive engagement during the intervention had higher gains in word reading and sentence reading fluency than the children who appeared less cognitively engaged. Higher emotional engagement was related to increased playing time but not to larger gains in reading. The study indicates that a short digital game-based intervention training of letter-sound correspondences and word-level reading can give a boost to the reading development of struggling readers. Inspecting the engagement and in-game performance during gameplay provides important information that can be used for further development of the game to respond to the needs of the learners with severe difficulties.

Published
2019
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13. A Culturally Sensitive Approach to Promoting Initial Literacy Development in Africa: Ongoing and Planned Research and Development at the University of Zambia’s Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA)

Author

Serpell, Robert, Jere-Folotiya, Jacqueline, Chansa-Kabali, Tamara, Munachaka, Jonathan, Maumbi, Mwanza Nakawala, Yalukanda, Christopher, Sampa, Francis, Lyytinen, Heikki, Abubakar, Amina, editor, and van de Vijver, Fons J.R., editor

Published
2017
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15. Measuring Orthographic Transparency and Morphological-Syllabic Complexity in Alphabetic Orthographies: A Narrative Review

Author

Borleffs, Elisabeth, Maassen, Ben A. M., Lyytinen, Heikki, and Zwarts, Frans

Abstract

This narrative review discusses quantitative indices measuring differences between alphabetic languages that are related to the process of word recognition. The specific orthography that a child is acquiring has been identified as a central element influencing reading acquisition and dyslexia. However, the development of reliable metrics to measure differences between language scripts hasn't received much attention so far. This paper therefore reviews metrics proposed in the literature for quantifying orthographic transparency, syllabic complexity, and morphological complexity of alphabetic languages. The review included searches of Web of Science, PubMed, PsychInfo, Google Scholar, and various online sources. Search terms pertained to orthographic transparency, morphological complexity, and syllabic complexity in relation to reading acquisition, and dyslexia. Although the predictive value of these metrics is promising, more research is needed to validate the value of the metrics discussed and to understand the "developmental footprint" of orthographic transparency, morphological complexity, and syllabic complexity in the lexical organization and processing strategies.

Published
2017
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20. Challenges Associated with Reading Acquisition in Sub-Saharan Africa

Author

Lyytinen, Heikki, primary, Ojanen, Emma, additional, Jere-Folotiya, Jacqueline, additional, Ngorosho, Stella Damaris, additional, Sampa, Francis, additional, February, Pamela, additional, Malasi, Flora, additional, Munachaka, Jonathan, additional, Yalukanda, Christopher, additional, Pugh, Kenneth, additional, and Serpell, Robert, additional

Published
2019
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22. How Brain-Related Observations Can Be Used to Support Learners to Acquire Full Literacy? Brain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy.

Author

Lyytinen, Heikki, Louleli, Natalia, Lyytinen, Heikki, and Louleli, Natalia

Abstract

Published: 26 May 2023, Possibly some of the most important skills that one can have are those needed to become fully literate. We all wish our children to reach such a goal. Unfortunately, the focus of attention in reading research has been on acquiring readiness to sound out written language, i.e., the basic reading skills. Full literacy is the readiness to learn knowledge by reading. Thus, one has to be able to take two steps to reach full literacy. Indications related to both of these steps can be observe in the brain. This may be easiest when we observe the brain activity of a learner who faces difficulties in taking these steps. In fact, the serious difficulty of taking the first step can be observed soon after birth, shown below as a summary of relevant details from the paper published earlier in this journal. The step from a basic reading skill to reading comprehension requires that one must learn to read for the mediating meanings of the text, i.e., its morphological information, on top of the phonological one. This can also be approached using brain-related observations, as we show here, too. Taking these steps varies between orthographies. Here, we illustrate the learning of these steps in the context of transparently written alphabetic writings by choosing it as our concrete example because its readers form the majority of readers of alphabetic writings. After learning these facts, we had to be able to help those who face difficulties in these steps to overcome her/his bottlenecks. We summarize how we have tried to do that. Each step can be taken using a digital game-like training environment, which, happily, is now open to be distributed for the use of (almost) all in the world. How we have already tried that concerning the first step is illustrated below. Additionally, how we plan to do that concerning the second step, the final goal, completes our present story.

Published
2023

23. In search of finalizing and validating digital learning tools supporting all in acquiring full literacy

Author

Lyytinen, Heikki, Louleli, Natalia, Lyytinen, Heikki, and Louleli, Natalia

Abstract

PUBLISHED 04 August 2023, Unlike many believe, accurate and fluent basic reading skill (ie. to decode text) is not enough for learning knowledge via reading. More than 10 years ago a digital learning game supporting the first step towards full literacy, i.e., GraphoGame (GG) was developed by the first author with his colleagues in the University of Jyväskylä, Finland. It trains the acquisition of basic reading skills, i.e., learning to sound out written language. Nowadays, when almost everyone in the world has an opportunity to use this GG, it is time to start supporting the acquisition of full literacy (FL). FL is necessary for efficient learning in school, where reading the schoolbooks successfully is essential. The present plan aims to help globally almost all who read whatever orthography to start from the earliest possible grade during which children have learned the mastery of the basic reading skill to immediately continue taking the next step to reach FL. Unlike common beliefs, support of FL is mostly needed among those who read transparent orthographies (reading by the majority of readers of alphabetic writings) which are easier to sound out due to consistency between spoken and written units at grapheme-phoneme level. This makes readers able to sound any written item which is pronounceable with only a little help of knowing what it means. Therefore, children tend to become inclined to not pay enough attention to the meaning but concentrate on decoding the text letter-by-letter. They had to learn from the beginning to approach the goal of reading, mediation of the meaning of the text. Readers of nontransparent English need to attend morphology for correct sounding. The continuing fall of OECD’s Program for International Student Assessment (PISA) results, e.g., in Finland reveals that especially boys are not any more interested in reading outside school which would be natural way to reach the main goal of reading, FL. What could be a better way to help boys towards FL than motivating

Published
2023

25. Literacy Skill Development of Children with Familial Risk for Dyslexia through Grades 2, 3, and 8

Author

Eklund, Kenneth, Torppa, Minna, Aro, Mikko, Leppänen, Paavo H. T., and Lyytinen, Heikki

Abstract

This study followed the development of reading speed, reading accuracy, and spelling in transparent Finnish orthography in children through Grades 2, 3, and 8. We compared 2 groups of children with familial risk for dyslexia--1 group with dyslexia (Dys _FR, n = 35) and 1 group without (NoDys_FR, n = 66) in Grade 2--with a group of children without familial risk for dyslexia (controls, n = 72). The Dys_FR group showed persistent deficiency, especially in reading speed, and, to a minor extent, in reading and spelling accuracy. The Dys_FR children, contrary to the other 2 groups, relied heavily on letter-by-letter decoding in Grades 2 and 3. In children not fulfilling the criteria for dyslexia in Grade 2, the familial risk did not substantially affect the subsequent development of literacy skills.

Published
2015
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26. Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia

Author

Gialluisi, Alessandro, Andlauer, Till F. M., Mirza-Schreiber, Nazanin, Moll, Kristina, Becker, Jessica, Hoffmann, Per, Ludwig, Kerstin U., Czamara, Darina, St Pourcain, Beate, Brandler, William, Honbolygó, Ferenc, Tóth, Dénes, Csépe, Valéria, Huguet, Guillaume, Morris, Andrew P., Hulslander, Jacqueline, Willcutt, Erik G., DeFries, John C., Olson, Richard K., Smith, Shelley D., Pennington, Bruce F., Vaessen, Anniek, Maurer, Urs, Lyytinen, Heikki, Peyrard-Janvid, Myriam, Leppänen, Paavo H. T., Brandeis, Daniel, Bonte, Milene, Stein, John F., Talcott, Joel B., Fauchereau, Fabien, Wilcke, Arndt, Francks, Clyde, Bourgeron, Thomas, Monaco, Anthony P., Ramus, Franck, Landerl, Karin, Kere, Juha, Scerri, Thomas S., Paracchini, Silvia, Fisher, Simon E., Schumacher, Johannes, Nöthen, Markus M., Müller-Myhsok, Bertram, and Schulte-Körne, Gerd

Published
2019
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27. The Effect of Using a Mobile Literacy Game to Improve Literacy Levels of Grade One Students in Zambian Schools

Author

Jere-Folotiya, Jacqueline, Chansa-Kabali, Tamara, Munachaka, Jonathan C., Sampa, Francis, Yalukanda, Christopher, Westerholm, Jari, Richardson, Ulla, Serpell, Robert, and Lyytinen, Heikki

Abstract

This intervention study was conducted to document conditions under which a computer based literacy game (GraphoGame™) could enhance literacy skills of first grade students in an African city. The participants were first grade students from Government schools (N = 573). These students were randomly sampled into control (N = 314) and various intervention groups (N = 259). GraphoGame™ was administered on cellphones to students at their schools under supervision. Each student in the study was assessed using a battery of locally developed cognitive tests that measured emergent literacy skills (Orthography test), decoding competence (Spelling test), vocabulary (Picture Vocabulary Test-PVT) and arithmetic (Zambia Achievement Test-ZAT). There was a positive effect of the game for the Spelling test--which closely targeted the skill GraphoGame™ is designed to promote. The most effective intervention combined exposure of both the teachers and the students to the game. Initial letter knowledge was a good predictor of final letter knowledge on GraphoGame™.

Published
2014
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28. Children at Risk of Reading Problems--From Identification to Prevention

Author

Lyytinen, Heikki

Abstract

A fundamental skill for growth and improvement in modern society is the ability to read--a skill still denied to many millions of children across the globe. A number of factors share the responsibility for this dilemma. In developing countries, most potential readers live under conditions where instruction is non-optimal or even unavailable (UNESCO, 2014). However, even in the developed world, some children still face serious problems in learning to read. In this latter context, the most severe bottlenecks result from biological factors that lead to dyslexia. In addition, a large proportion of cases of inadequate literacy result from apathy towards reading. The most important correlate of complete reading skill--which also includes comprehension of the subject matter--is the reading activity itself. After first acquiring the ability to decode written material as a necessary prerequisite, a learner can only achieve full literacy by further prolific reading. In this article, the author emphasizes the early identification of children who will face such decoding problems and how such difficulties can be surmounted. [This article is based on the William Cruickshank Memorial Lecture presented in Vilnius, Lithuania, at the 38th Annual Meeting of the International Academy for Research in Learning Disabilities, July, 2014.]

Published
2014

30. Classifying Healthy Children and Children with Attention Deficit through Features Derived from Sparse and Nonnegative Tensor Factorization Using Event-Related Potential

Author

Cong, Fengyu, Phan, Anh Huy, Lyytinen, Heikki, Ristaniemi, Tapani, Cichocki, Andrzej, Hutchison, David, Kanade, Takeo, Kittler, Josef, Kleinberg, Jon M., Mattern, Friedemann, Mitchell, John C., Naor, Moni, Nierstrasz, Oscar, Pandu Rangan, C., Steffen, Bernhard, Sudan, Madhu, Terzopoulos, Demetri, Tygar, Doug, Vardi, Moshe Y., Weikum, Gerhard, Vigneron, Vincent, editor, Zarzoso, Vicente, editor, Moreau, Eric, editor, Gribonval, Rémi, editor, and Vincent, Emmanuel, editor

Published
2010
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31. Extract Mismatch Negativity and P3a through Two-Dimensional Nonnegative Decomposition on Time-Frequency Represented Event-Related Potentials

Author

Cong, Fengyu, Kalyakin, Igor, Phan, Anh-Huy, Cichocki, Andrzej, Huttunen-Scott, Tiina, Lyytinen, Heikki, Ristaniemi, Tapani, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Zhang, Liqing, editor, Lu, Bao-Liang, editor, and Kwok, James, editor

Published
2010
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32. Cognitive mechanisms underlying reading and spelling development in five European orthographies

Author

Moll, Kristina, Ramus, Franck, Bartling, Jürgen, Bruder, Jennifer, Kunze, Sarah, Neuhoff, Nina, Streiftau, Silke, Lyytinen, Heikki, Leppänen, Paavo H.T., Lohvansuu, Kaisa, Tóth, Dénes, Honbolygó, Ferenc, Csépe, Valéria, Bogliotti, Caroline, Iannuzzi, Stéphanie, Démonet, Jean-François, Longeras, Emilie, Valdois, Sylviane, George, Florence, Soares-Boucaud, Isabelle, Le Heuzey, Marie-France, Billard, Catherine, O'Donovan, Michael, Hill, Gary, Williams, Julie, Brandeis, Daniel, Maurer, Urs, Schulz, Enrico, van der Mark, Sanne, Müller-Myhsok, Bertram, Schulte-Körne, Gerd, and Landerl, Karin

Published
2014
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35. Precursors and Consequences of Phonemic Length Discrimination Ability Problems in Children with Reading Disabilities and Familial Risk for Dyslexia

Author

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

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.

Published
2013
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36. Predictors of Developmental Dyslexia in European Orthographies with Varying Complexity

Author

Landerl, Karin, Ramus, Franck, Moll, Kristina, Lyytinen, Heikki, Leppanen, Paavo H. T., Lohvansuu, Kaisa, O'Donovan, Michael, Williams, Julie, Bartling, Jurgen, Bruder, Jennifer, Kunze, Sarah, Neuhoff, Nina, Toth, Denes, Honbolygo, Ferenc, Csepe, Valeria, Bogliotti, Caroline, Iannuzzi, Stephanie, Chaix, Yves, Demonet, Jean-Francois, Longeras, Emilie, Valdois, Sylviane, Chabernaud, Camille, Delteil-Pinton, Florence, Billard, Catherine, George, Florence, Ziegler, Johannes C., Comte-Gervais, Isabelle, Soares-Boucaud, Isabelle, Gerard, Christophe-Loic, Blomert, Leo, Vaessen, Anniek, Gerretsen, Patty, Ekkebus, Michel, Brandeis, Daniel, Maurer, Urs, Schulz, Enrico, van der Mark, Sanne, Muller-Myhsok, Bertram, and Schulte-Korne, Gerd

Abstract

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. (Contains 2 tables, 2 figures, and 2 footnotes.)

Published
2013
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37. Predicting Reading Disability: Early Cognitive Risk and Protective Factors

Author

Eklund, Kenneth Mikael, Torppa, Minna, and Lyytinen, Heikki

Abstract

This longitudinal study examined early cognitive risk and protective factors for Grade 2 reading disability (RD). We first examined the reading outcome of 198 children in four developmental cognitive subgroups that were identified in our previous analysis: dysfluent trajectory, declining trajectory, unexpected trajectory and typical trajectory. We found that RD was unevenly distributed among the subgroups, although children with RD were found in all subgroups. A majority of the children with RD had familial risk for dyslexia. Second, we examined in what respect children with similar early cognitive development but different RD outcome differ from each other in cognitive skills, task-focused behaviour and print exposure. The comparison of the groups with high cognitive risk but different RD outcome showed significant differences in phonological skills, in the amount of shared reading and in task-focused behaviour. Children who ended up with RD despite low early cognitive risk had poorer cognitive skills, more task avoidance and they were reading less than children without RD and low cognitive risk. In summary, lack of task avoidance seemed to act as a protective factor, which underlines the importance of keeping children interested in school work and reading. (Contains 1 figure and 3 tables.)

Published
2013
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38. Assessing the Effectiveness of Two Theoretically Motivated Computer-Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme

Author

Kyle, Fiona, Kujala, Janne, Richardson, Ulla, Lyytinen, Heikki, and Goswami, Usha

Abstract

We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of the games as a supplement to normal classroom literacy instruction for five sessions per week for a period of 12 weeks. The third group formed an untreated control. Both games led to gains in reading, spelling, and phonological skills in comparison with the untreated control group. The two interventions also had some differential effects. The intervention gains were maintained at a four-month follow-up. (Contains 4 tables, 2 figures, and 1 note.)

Published
2013
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39. Longitudinal Predictors of Reading and Spelling across Languages Varying in Orthographic Consistency

Author

Georgiou, George K., Torppa, Minna, Manolitsis, George, Lyytinen, Heikki, and Parrila, Rauno

Abstract

We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The predictable role of orthographic consistency on literacy acquisition is discussed.

Published
2012
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40. Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

Author

Torppa, Minna, Georgiou, George, Salmi, Paula, Eklund, Kenneth, and Lyytinen, Heikki

Abstract

We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3 1/2 years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized naming (RAN) predicted slow reading speed across time and spelling difficulties after Grade 1. A deficit in phonological awareness predicted difficulties in spelling, but only in the familial risk sample. The effect of familial risk was significant in the development of phonological awareness, RAN, reading, and spelling. Our findings suggest that the basic premise of the double-deficit hypothesis--that RAN and phonological awareness are separable deficits with different effects on reading and spelling outcomes--holds also in a consistent orthography. (Contains 2 figures and 7 tables.)

Published
2012
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43. Parental Literacy Predicts Children's Literacy: A Longitudinal Family-Risk Study

Author

Torppa, Minna, Eklund, Kenneth, van Bergen, Elsje, and Lyytinen, Heikki

Abstract

This family-risk (FR) study examined whether the literacy skills of parents with dyslexia are predictive of the literacy skills of their offspring. We report data from 31 child-parent dyads where both had dyslexia (FR-D) and 68 dyads where the child did not have dyslexia (FR-ND). Findings supported the differences in liability of FR children with and without dyslexia: the parents of the FR-D children had more severe difficulties in pseudoword reading and spelling accuracy, in rapid word recognition, and in text reading fluency than the parents of the FR-ND children. Finally, parental skills were found to be significant predictors of children's Grade 3 reading and spelling. Parental skills predicted children's reading and spelling accuracy even after controlling for children's preschool skills. Our findings suggest that the literacy skills of a parent with dyslexia might be valuable in assessing early on their child's liability to dyslexia. (Contains 7 tables.)

Published
2011
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44. Support Systems for Poor Readers: Empirical Data from Six EU Member States

Author

Ise, Elena, Blomert, Leo, Bertrand, Daisy, Faisca, Luis, Puolakanaho, Anne, Saine, Nina L., Suranyi, Zsuzsanna, Vaessen, Anniek, Csepe, Valeria, Lyytinen, Heikki, Reis, Alexandra, Ziegler, Johannes C., and Schulte-Korne, Gerd

Abstract

This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate that the six support systems differed substantially, with effective support systems showing high performance on all variables measured. More specifically, effective support systems were characterized by (a) high levels of both teacher "and" student support and (b) frequent interactions between teachers and remedial teachers as well as between remedial teachers and diagnosticians. The high prevalence of poor reading ability in the current EU member states demonstrates that educational reforms are critically needed. The results of this study provide concrete starting points for improving support systems for poor readers. (Contains 9 figures, 4 tables and 2 notes.)

Published
2011
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45. Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

Author

Saine, Nina L., Lerkkanen, Marja-Kristiina, Ahonen, Timo, Tolvanen, Asko, and Lyytinen, Heikki

Abstract

The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) mainstream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter-name and letter-sound training to acquire adequate decoding and spelling skills, and to reach the level of their non-at-risk peers.

Published
2011
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46. Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people

Author

Eising, Else, primary, Mirza-Schreiber, Nazanin, additional, de Zeeuw, Eveline L., additional, Wang, Carol A., additional, Truong, Dongnhu T., additional, Allegrini, Andrea G., additional, Shapland, Chin Yang, additional, Zhu, Gu, additional, Wigg, Karen G., additional, Gerritse, Margot L., additional, Molz, Barbara, additional, Alagöz, Gökberk, additional, Gialluisi, Alessandro, additional, Abbondanza, Filippo, additional, Rimfeld, Kaili, additional, van Donkelaar, Marjolein, additional, Liao, Zhijie, additional, Jansen, Philip R., additional, Andlauer, Till F. M., additional, Bates, Timothy C., additional, Bernard, Manon, additional, Blokland, Kirsten, additional, Bonte, Milene, additional, Børglum, Anders D., additional, Bourgeron, Thomas, additional, Brandeis, Daniel, additional, Ceroni, Fabiola, additional, Csépe, Valéria, additional, Dale, Philip S., additional, de Jong, Peter F., additional, DeFries, John C., additional, Démonet, Jean-François, additional, Demontis, Ditte, additional, Feng, Yu, additional, Gordon, Scott D., additional, Guger, Sharon L., additional, Hayiou-Thomas, Marianna E., additional, Hernández-Cabrera, Juan A., additional, Hottenga, Jouke-Jan, additional, Hulme, Charles, additional, Kere, Juha, additional, Kerr, Elizabeth N., additional, Koomar, Tanner, additional, Landerl, Karin, additional, Leonard, Gabriel T., additional, Lovett, Maureen W., additional, Lyytinen, Heikki, additional, Martin, Nicholas G., additional, Martinelli, Angela, additional, Maurer, Urs, additional, Michaelson, Jacob J., additional, Moll, Kristina, additional, Monaco, Anthony P., additional, Morgan, Angela T., additional, Nöthen, Markus M., additional, Pausova, Zdenka, additional, Pennell, Craig E., additional, Pennington, Bruce F., additional, Price, Kaitlyn M., additional, Rajagopal, Veera M., additional, Ramus, Franck, additional, Richer, Louis, additional, Simpson, Nuala H., additional, Smith, Shelley D., additional, Snowling, Margaret J., additional, Stein, John, additional, Strug, Lisa J., additional, Talcott, Joel B., additional, Tiemeier, Henning, additional, van der Schroeff, Marc P., additional, Verhoef, Ellen, additional, Watkins, Kate E., additional, Wilkinson, Margaret, additional, Wright, Margaret J., additional, Barr, Cathy L., additional, Boomsma, Dorret I., additional, Carreiras, Manuel, additional, Franken, Marie-Christine J., additional, Gruen, Jeffrey R., additional, Luciano, Michelle, additional, Müller-Myhsok, Bertram, additional, Newbury, Dianne F., additional, Olson, Richard K., additional, Paracchini, Silvia, additional, Paus, Tomáš, additional, Plomin, Robert, additional, Reilly, Sheena, additional, Schulte-Körne, Gerd, additional, Tomblin, J. Bruce, additional, van Bergen, Elsje, additional, Whitehouse, Andrew J. O., additional, Willcutt, Erik G., additional, St Pourcain, Beate, additional, Francks, Clyde, additional, and Fisher, Simon E., additional

Published
2022
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47. Symposia

Author

Correll, Christoph, Kutcher, Stanley P., McClellan, John, Buitelaar, Jan, Pappadopulos, Elizabeth, Rothenberger, Aribert, Mattejat, Fritz, Scott, Stephen, Weisz, John, Schulz, Eberhard, Felder, Wilhelm, Fleischhaker, Christian, Böhme, R., Sixt, B., Jan van der Gaag, Rutger, Katz, Laurence Y., Cox, Brian J., Gunasekara, Shiny, Miller, Alec L., Laor, Nathaniel, Riedesser, Peter, Caffo, Ernesto, Leckman, James, Ammaniti, Massimo, Nicolais, Giampaolo, Speranza, Mario, Steiner, Hans, Delizonna, Laura, Schallauer, Astrid, Thienemann, Margo, McFarlane, Alexander C., van Hooff, Miranda, Sawyer, Michael, Cianchetti, Carlo, Gaddour, Naoufel, Sana, Mokni, Anouar, Mechri, Mondher, Letaief, Lotfi, Gaha, Härtling, Fabian, Bittner, Robert, Haenschel, Corinna, Cap, Marcus, Goncharova, Tanja, Linden, David E. J., Dittmann, Ralf, Maestele, Anneliese, Mehler, Claudia, Meyer, Eberhard, Jenner, Jack A., Boeing, Leonie, Murray, Val, Pelosi, Anthony, McCabe, Robert, Blackwood, Douglas, Wrate, Robert, Pellerano, S., Pintor, M., Mellis, G. L., Piroddi, T., Flisher, Alan, Nesa, Monique, Rooney, Rosanna, Roberts, Clare, Kane, Robert, Silburn, Sven, Pike, Lisbeth, Deaton, Helge Staby, Lustig, Stuart, Funk, Michelle, Rickards, Anne, Reddihough, Dinah, Wright-Rossi, Roslyn, Simpson, Jacqui, Seuthe, Dieter David, Vielhaber, H., Orden, Kinderklinik Dritter, Backmund, H., Gerlinghoff, M., Schwab-Stone, Mary, Jespers, Ine, Vermeiren, Robert, Ruchkin, Vladislav, Blatny, Marek, Hrdlicka, Michal, Urbanek, Tomas, Jelinek, Martin, Balastikova, Veronika, Jeammet, Philippe, Frottin, Alain, Filipovic, Andjelka, Albert, Eric, Schelotto, Dora Musetti, Knezevic, Mladen, Jovancevic, Milivoj, Hill, Jonathan, Lawlor, Maria, Kienbacher, Christian, Prause, Carolin, Stöckl, Margit, Bogyi, Gertrude, Friedrich, Max H., Klein, Michael, Kürschner, Katrin, Murray, Lynne, Leidecker, Victoria, Sharp, Helen, Luoma, Ilona, Kaukonen, Pälvi, Tamminen, Tuula, Nurcombe, Barry, Martin, Graham, McDermott, Brett, Resch, Franz, Schimmelman, Benno Graf, Edwards, Jane, McGorry, Patrick D., Lambert, Martin, Conus, Philippe, Preuss, Ulrich, Bürgin, Dieter, Strauss, Monika, Parzer, Peter, Spiel, Georg, von Korff, C., Ballin, H.-A., Gößler, R., Günter, M., Sange, G., Meng, Heiner, Koch, Eginhard, Minde, Klaus, True, Mary, Pisani, L., Oumar, F., Padilla, J., Bouville, Jean-François, Vogel, Wendy, Schmeck, Klaus, Goth, Kirstin, Purper-Ouakil, Diane, Dessons, Véronique, Doyen, Catherine, Perez-Diaz, Fernando, Mouren-Simeoni, Marie-Christine, Karwautz, Andreas, Wagner, Gudrun, Schwienbacher, Klaus, Haidvogl, Maria, Nobis, Gerald, Treasure, Janet Linda, Collier, David Andrew, Brunner, Romuald, Hueg, A., Haffner, Johann, Schmid, Marc, Goldbeck, Lutz, Nützel, Jakob, Höfling, Volkmar, Schermelleh-Engel, Karin, Moosbrugger, Helfried, Tomàs, Josep, Cornellà, Josep, Llusent, Alex, Bielsa, Anna, Belfer, Myron, Robertson, Brian, Mandlhate, Custodia, Seck, Birama, Zwirs, Barbara, Burger, Huib, Schulpen, Tom, Salman Al-Obedy, A. Karem, Romanchuk, Oleh, Namyslowska, Irena, Reigstad, Björn S., Jorgensen, Kirsti Margrethe, Matthys, Walter, Lochman, John, Zonnevylle-Bender, Marjo, van de Wiel, Nicolle, Wagner, Angela, Jennen-Steinmetz, Christine, Goepel, Christopher, van Bokhoven, Irene, van Goozen, Stephanie, Franciosi, L. Patt, Acquoy, Leode Graaf, Tischlinger, Anne, Pharm, B., Bronder, Knut Halyard, Schleimer, Kari, Walter, Joachim, Ephraime, Boia, Dmitrieva, Tatjana, Silva, Alvaro Seligman, Becker, Katja, Steinhausen, Hans-Christoph, Metzke, C. Winkler, Furtado, Erikson F., Laucht, Manfred, Bilke, Oliver, Zimmermann, Petra, Wittchen, Hans-Ulrich, Lieb, Roselind, Hannesdottir, Helga, Tyrfingsson, Thorarinn, Döpfner, Manfred, Hahlweg, Kurt, Kuschel, Annett, Bertram, Heike, Heinrichs, Nina, Freund-Braier, Inez, Brix, Gabriele, Hautmann, Christopher, Pluck, Julia, Crijnen, Alfons, van Lier, Pol, Vuijk, Patricia, Frank, Reiner, Vandvik, Inger Helene, Schäfert, Rainer, van Weel, Jeanne, Schieveld, Jan, Fegert, Jörg M., Friedrich, William, Celestin-Westreich, Smadar, Celestin, Leon Patrice, Ponjaert-Kristoffersen, Ingrid, Nagao, Keizo, Kisida, M., Shindo, E., Larsen, Helmer Baying, Helweg-Larsen, Karin, Lindauer, Ramón, Booij, Jan, Olff, Miranda, den Heeten, Gerard, Gersons, Berthold, Boer, Frits, Schoentjes, Eric, Bal, Sarah, Schulte-Markwort, Michael, Solantaus, Tytti, Toikka, Sini, Alasuutari, Maarit, Steck, Barbara, Grether, Andrea, Ehrensperger, M., Amsler, Felix, Kappos, L., Saha, Rina, Paschen, Bela, Baldus, Christiane, Haagen, Miriam, Pott, Martina, Romer, Georg, Ono, Yoshiro, Homma, H., Ishida, Y., Ide, H., Okamoto, M., Kameoka, S., Nakayama, Hiroshi, Yamamoto, A., Mukaddes, Nahit Motavalli, Tyano, Sam, Mozes, Tamar, Caplan, R., Malhotra, Savita, Ledda, Maria Giuseppina, Fratta, Al, Mannino, S., Corona, Simona, Zuddas, A., Olalla, Macarena Marin, Garcia, Ruth, Ramirez, Bernardo Perez, Campion, Ross, Hindley, Peter, Gupta, Nitin, Bhattacharaya, Anish, Kapoor, Mehak, van de Willge, G., Klemm, Silke, Smesny, S., Stockebrand, M., Grunwald, S., Juffer, Femmie, van Ijzendoorn, Marinus H., Bakermans-Kranenburg, Marian J., Ziegenhain, Ute, Derksen, B., Dreisörner, R., Gutschner, Daniel, Maldonado-Duran, Martin, Ferndndez-Criado, Manuel, Heidenreich, Felicia, Moro, Marie Rose, Millhuff, Charles, Pope, Kirby, Theisen, Frank, Himmerich, Hubertus, Kraus, T., Schuld, A., Pollmächter, T., Apter, Alan, Gothelf, D., Brand-Gothelf, A., Ratzoni, Gidi, Kikinzon, L., Weizman, A., Bloch, Yuval, Haberhausen, Michael, Müller, Daniel, Fayyad, John, Filho, Altino Bessa Marques, de Menezes, Adolfo Bezerra, Campo, John, Shafer, Sheree, Strohm, Jennifer, Lucas, Amanda, Shaeffer, David, Altman, Harold, Gelachek, Christine, Motomura, Naoyasu, Takino, Yozo, Iwakiri, Masahiro, Pössel, Patrick, Seemann, Simone, Hautzinger, Martin, Mutale, Theodore, Haase, Christian, Abidi, Majid Ali, Raheem, Shehla, Faw, Leyla, Hogue, Aaron, Liddle, Howard, Catthoor, Kirsten, Hutsebaut, Joost, Jasinski, Donald, Faries, Douglas, Moore, Rodney, Streeck-Fischer, Annette, Sannwald, Renate, Barth, Gottfried Maria, Schwarz, Christoph, Staigle, Monika, Pham, Manh-Hiep, Balanzin, Dario, Materi, Joelle, Eresund, Pia, Mokhovikov, Alexander, Stankovic, Sandra, Munir, Kerim, Erol, Nese, Çetin, Füsun Çuhadarodlu, Hassiotis, Angela, Flament, Martine, Scholz, Michael, Rix, Maud, Nestler, Franziska, Selisko, Annegret, Godart, Nathalie, Perdereau, Fabienne, Rein, Zoé, Curt, Florence, Akister, Jane, Lee, Pei-Chin Peggy, Tsai, Sho-Man Susan, Ho, Lai-Shiun, Wu, Su-Chun, Miermont, Jacques, Swenson, Joel, Teherani, Mardjane, Falissard, Bruno, Cottraux, Jean, Plück, Julia, Oades, Robert, Simons-Sprong, Mirjam, Schothorst, P. F., Swaab-Barneveld, J. T., Juran, Stephanie, Weisbrod, Matthias, Chen, Eric, Röpcke, Bernd, Popovic-Deusic, Smiljka, Poustka, Luise, Wild-Wall, Nele, Papousek, Mechthilde, Keren, Mirelle, Feldman, Ruth, Maestro, S., Chilosi, A., Pecini, C., Pfanner, L., Greenhill, Laurence, Jahnsen, K., den Berg, L. T. W. Jong-van, Zito, J. M., Posner, Kelly, Skrobala, Anne, Goldberg, Pablo, Kotler, Lisa, Findling, Robert, Bussing, Regina, Sayal, Kapil, Mitchell, Geoffrey, Huss, Michael, Högl, Barbara, Grimmlinger, Renate, Käppler, Karl Christoph, Teodoro, Maycoln M. L., Oswald, Sylvia Hiromi, Dagnoni, Janine M., Pinheiro, M. I., Heleno, C. T., Rothe-Neves, R., Haase, V. G., Prette, A. Del, Lambertucci, Marimilia Rodrigues, Rodrigues, J. L., Freitas, P. M., Lourenco, C. A. P., Carvalho, H. C. W., Baumeister, J., Weisenhorn, M., Stadelmann, S., Oswald, S. H., Ruder, H., Ruggerini, Ciro, Vicini, Stefania, Pupulin, Enrico, Guidi, Antonio, Puura, Kaija, Mäntymaa, Mirjami, von Klitzing, Kai, Rosvald, Orna, Kröber, Hans-Ludwig, Stöver, A., Proske, R., Semmelbeck, Rainer, Walther, Marc, Schmelzle, Matthias, Egli-Alge, Monika, Beckett, Richard, Gerhold, Constanze, Turkmen-Barta, Lieselotte, Chiland, Colette, Meyer-Bahlburg, Heino, Ceglie, Domenico Di, Lehmkuhl, Ulrike, Uccellini, Orlando, Bertolini, Mario, Neri, Francesca, Albanese, Delia, Bertola, Raffaella, Snoek, Maartje, Kas, Martien, Schulze, Ulrike Margarete Elisabeth, Calame, Silke, Keller, Ferdinand, Santel, Stephanie, Krauel, Kerstin, Rotte, Michael, Münte, Thomas F., van Elburg, Annemarie, Poustka, Fritz, Bölte, Sven, Feineis-Matthews, Sabine, Boite, Sven, Hubl, D., Prvulovic, D., Dierks, T., Klauck, Sabine, Moilanen, Irma, Mattila, M., Laurila, J., Jussila, K., Pyper, A., Linna, S. L., Ebeling, Hanna, Pauls, D., Korpilahti, Pirjo, Loukusa, Soile, Jansson-Verkasalo, Eira, Hebebrand, Johannes, Herpertz-Dahlmann, Beate, Hinney, Anke, Wermter, Anne-Kathrin, Friedel, Susann, Geller, Frank, Schafer, Helmut, Fernandez-Aranda, Fernando, Holliday, Joanna, Holtkamp, Kristian, Mika, C., Heer, M., Uher, Rudolf, Barbarich, Nicole, Henry, Shannan E., Bailer, Ursula, Frank, Guido, Kaye, Walter H., Wentz, Elisabet, Lacey, J. Hubert, Waller, Glenn, Rastam, Maria, Turk, Jeremy, Gillberg, Christopher, Verhulst, Frank C., Zwaanswijk, Marieke, Verhaak, Peter, Bensing, Jozien, van der Ende, Jan, Verhulst, Frank, Sourander, Andre, Santalahti, Paivi, Ford, Tamsin, Goodman, Robert, Meltzer, Howard, Seiffge-Krenke, Inge, Fritsch, Richard, Cutler, Marika, Anthony, E. James, Rydelius, Per-Anders, Castell, Rolf, Pejovic-Milovancevic, Milica, Pavlovic, Miroslav, Kalman, Noa, Linder, Muli, Luria, Ido, Levkovitz, Yechiel, Yamazaki, Kosuke, da Silva, Pedro Caldeira, Santos, Grata, Martins, Filipa, Chiu, Yen-Nan, Tsai, Wen-Jer, Gau, Shur-Fen, Tseng, Chang-Chang, Su, Shu-Chen, Croonenberghs, Jan, Brouw, Lucas, Wauters, Annick, Bruning, Nicole, Manjaly, Zina, Fink, Gereon, Aleksic, Olivera, Rudic, Nenad, Jansen, Lucres, Wied, Christine C. Gispen-De, Lahuis, Bertine, Swaab, Hanna, Pietersen, Jolijn, Gevers, Carolien, Kamp-Becker, Inge, Germerott, Isabell, Howlin, Patricia, Gaudière, Forresi, Barbara, Lepri, G., Laval, Soumaila, Wiefel, Andreas, Biringen, Z., Titze, Karl, Lenz, K., Seither, C., Witte, B., Dunitz-Scheer, Marguerite, Wilken, Markus, Krasnovsky, Alexandra, Scheer, Peter, Cordeiro, Maria, Muratori, Filippo, Felloni, B., Cesari, A., Helmig, Linda, Fonagy, Peter, Moody, Chris, Fultz, Jim, Glanzmann, René, Lutz-Latil, Nathalie, van Wyl, Agnes, Puras, Dainius, Hervds, Amaia, Tsiantis, John, Dragonas, T., Davis, H., Ispanovic, V., Paradisiotou, A., Shanini, Mimoza, Jones, Lynne, Uka, A., Rrustemi, A., von Knorring, Anne-Liis, Deboutte, Dirk, Dorhmi, Souraya, Agoub, Mohamed, Moussaoui, Driss, Battas, Omar, Halvorsen, Inger, Andersen, Anne, Heyerdahl, Sonja, Baillot, Denise, La Roche, Michele, Furino, Claudia, Buchholtz, Annick, Goldfield, Gary, Henderson, Katherine, Hagenah, Ulrich, Blume, Varinja, Flacke-Redanz, Marlene, Dahlmann, Beate Herpertz, Sallas, Angelique A., Adam, Hubertus, Ephraime, Boia, Jr., Mozambique, Goci-Uka, Aferdita, Schlüter-Müller, Susanne, Bawa, Umesh, Khalik, Fakhri, Forouher, Nima, Sadamatsu, Miyuki, Nanba, Kato, Nobumasa, Kasai, Kiyoto, Nanba, Eiji, Schmidt, Martin H., Esser, Günter, van Engeland, Herman, Willemsen-Swinkels, Sophie, Dietz, Claudine, Beernink, Anne Claire, Vidojevic, Oliver, Milacic, Ivona, Strous, Rael, Hegesh, Roni, Kertzman, Simion, Ben-Nahum, Z., Kotler, Moshe, van Daalen, Emma, Zeegers, Mijke, Pol, Hilleke Hulshoff, Williams, Charles, Sank, Jessica, Paulk, Martha, Schwarz, George, Wharton, Paul, Raleva, Marija, Paketchieva, Kamka, Filipovska, Angelina, Nix, Carole Müller, Guex, Margarita Forcada, Daigham, Abdel-Mohsen, Indredavik, Marit S., Vik, Torstein, Kulseng, Siri, Brubakk, Ann-Mari, Cuddy, Marion, Riley, Katharine, Vollmer, Brigitte, Wyatt, John, Murray, Robin, Soininen, Mika, Paavonen, E. Juulia, Fjällberg, Mika, Salmi, Juha, Fredrik, Almgvist, Aronen, Eeva T., Reis, Olaf, Bohne, Stephanie P., Kraenz, Susanne, Ahn, Dong-Hyun, Kim, Tae-Ho, Choi, Jun-Ho, Kim, Yun-Young, Begovac, Ivan, Skocic, Milena, Rudan, Vlasta, Filipovic, Oleg, Wolanczyk, Tomasz, Brynska, Anita, Wojtowicz, Stanislaw, Celia, Salvador, Aerts, Cisca, Cleve, Elisabeth, Hartmann, Hellmut, Kühle, Hans-Jürgen, Heidorn, Fridjof, Zeyer, Solveigh, Fuentes, Joaquin, Martin, Andrés, Sukhodolsky, Denis G., Kaltiala-Heino, Riittakerttu, Rimpelä, Matti, Andershed, Henrik, O’Donnell, Deborah, Pearce, Michelle, Burgin, Dieter, Becker, Andreas, Hagenberg, Nicola, Berking, Matthias, Roessner, Veit, Hanssen-Bauer, Ketil, Aalen, Odd, Junglas, Jürgen, Huh, Yoon-Seok, Kim, Yun Young, Oh, Kyung-Ja, Wang, Kai, Tarren-Sweeney, Michael, Leiblum, D. M., Kühl, Renate, Nötzel, Cornelia, Pfeiffer, Ernst, Lenz, Klaus, Rosling, Agneta, Poller, Marianne, Cross, Donna, Klabin, Simone, Kaplan, Diana, Mickel, Lars, Lehmkuhl, Gerd, Möckel, Regina, Leor, Shani, Frisch, Leor, Frisch, Amos, Weizman, Abraham, Zanozin, Andrey, Jamart, Sylvie, Hayez, Jean-Yves, Leor, Agnes, Ahle, Maria Elisabeth, Amitay, Galit Ben, Kosov, Irene, Reiss, Ahuva, Tamar, Moses, Smedje, Hans, Allik, Hiie, Steyaert, Jean, Castermans, Dries, Creemers, John, Kaczynska-Haladyj, Koenraad Devriendt Marta, Ballabriga, Maria Claustre Jané, Judez, Joaquima, Pelaez, Empar, Sole, Pilar, Rodriguez, Lidia, Palmen, Saskia, Kemner, Chantal, Schnack, Hugo, Kahn, Rene, Fabrizi, Anna, Gabriel, Levi, Mercadante, Marcos, Ramos, Sergiode Paula, Rosario-Campos, Maria Concecao, Rutter, Michael, Collishaw, Stephan, Maughan, Barbara, Pickles, Andrew, Messer, Julie, Caspi, Avshalom, Moffitt, Terrie, Kreppner, Jana, Borge, Anne Inger H., Luthar, Suniya, Hamarman, Stephanie, Ulger, C., Fossella, J., Brimacombe, M., Dermody, J., Stein, Mark, Waldman, L. D., Sarampote, C., Robb, A., Cook, E. H., Kirley, Aiveen, Lowe, N., Hawi, Z., Mullins, C., Daly, G., Waldman, I., McCarro, M., O’Donell, van der Meulen, Emma, Bakker, S. C., Pauls, D. L., Sinke, R. J., Polanczyk, Guilherme, Zeni, C., Genro, J. P., Roman, Tatiana, Hutz, Mara, Schaff, Christa, Haemmerle, Patrick, Sontag, Harald, Vetro, Agnes, Gadoros, Julia, Roosen-Runge, Gotthard, Hattab, Jocelyn, Hummel, Peter, Braun-Lewensohn, Orna, Schechter, Daniel, Zeanah, Charles, Myers, Michael, Liebowitz, Michael, Davies, Mark, Soong, Wei-Tsuen, James, Deborah, Sofroniou, Nick, Gegelashvili, Marine, Parikh, Umesh, Kane, John M., Malhotra, Anil K., Shah, Manoj, Pleak, Richard R., Hizami, Ronen, Michelson, David, Danckaerts, Marina, Zuddas, Alessandro, Zhang, Shuyu, Hazell, Philip, Zeiner, P., Johnson, M., Häßler, Frank, Suyash, Prasad, Sonuga-Barke, Edmund, Poole, Lynne, Mares, Sarah, Jureidini, Jon, Steel, Zachary, Newman, Louise, Lucas, Torsten, Paulus, Stephanie, Aßhauer, Martin, Miller, Birgit, Björn, Gunilla Jarkman, Bodén, Christina, Gustafsson, Per, Ivkic, Viola Povse, Tenjovic, Lazar, Jelena, Radosavljev, Deusic, Smiljka Popovic, Graham, Philip, Klasen, Henrikje, Tan, Jacinta, Hope, Tony, Stewart, Anne, Fitzpatrick, Raymond, Kölch, Michael, Diaz-Caneja, Angeles, Johnson, Sonia, Dippold, Ines, Keller, Katja Wiethoffi Ferdinand, Bailey, Sue, Whittle, Nathan, Hennighausen, Klaus, Kohls, Gregor, Maas, Verena, Rinker, Tanja, Zachau, Swantje, Christmann, Gabriele, Jaremkiewicz, Anna, Schecker, Michael, von Suchodoletz, Waldemar, Uwer, Ruth, Albrecht, Ronald, Glass, Lisa, Csépe, Valéria, Honbology, Ferenc, Rago, Anett, Mészdros, Eva, Schwartz, Richard G., Shafer, Valerie L., Green, Jonathan, Jacobs, C., Kroll, L., Briskman, J., Dunn, G., Beecham, J., Tobias, B., Baird, L., Ogden, Terje, Fitzgerald, Michael, Bellgrove, Mark, Gill, Michael, Robertson, Ian H., McArdle, Paul, Burke, Amanda, Hong, K. Michael, Hoven, Christina, Wasserman, Danuta, Braun, Katharina, Bock, Jórg, Helmecke, Carina, Gruß, Michael, Poeggel, Gerd, Marsden, Charles, Muchimapura, S., Pardon, M.-C., Bianchi, M., Feldon, Joram, Rüedi-Bettschen, Daniela, Dettling, Andrea C., Pryce, Christopher R., Clement, Hans-Willi, Sommer, O., Pschibul, A., Rombach, C., Gerlach, M., Mehler-Wex, Claudia, Zeiske, S., Grünblatt, E., Gille, G., Rausch, D., Gerlach, Manfred, El-Din, Amira Seif, Kadri, Nadia, Andaloussi, Houda Hjiej, Chihabeddine, Khadija, Almaqrami, Mohammed, von Gontard, Alexander, Okuno, M., Quaschner, Kurt, Bilenberg, Niels, Obel, Carsten, Henriksen, Tine Brink, Hedegaard, Morten, Secher, Niels Jurgen, Olsen, Jorn, Fonseca, Antonio, Koch, Isabelle Nathalie, Bite, Ieva, Cohen, Phyllis, Russell, Katrin, Broyden, Nichaela, Lancaster, Gillian, Eichhorn, Christina, Tiedtke, Karola, Feldman, Ronald, Warnke, Andreas, Scheuerpflug, Peter, Vetter, V., Bartling, Jürgen, Konrad, Kerstin, Neufang, Susanne, Hanisch, Charlotte, Fink, Gereon R., Durston, Sarah, Davidson, Matthew C., Tottenham, Nim, Spicer, Julie, Galvan, Adriana, Horvitz, John, Fossella, John A., Watts, Richard, Casey, B. J., Brandeis, Daniel, Fallgatter, Andreas J., Ehlis, Ann-Christine, Seifert, Jürgen, Strik, W. K., Zillessen, K. E., Herrmann, Martin J., Schulte-Körne, Gerd, Lyytinen, Heikki, Guttorm, Tomi, Poikkeus, Anna-Maija, Eklund, Kenneth M., Lyytinen, Paula, Torppa, Minna, Laakso, M.-L., Leskinen, E., Tolvanen, A., Paracchini, Silvia, Schumacher, J., König, I. R., Libertus, Claudia, Griesemann, Heide, Kleensang, A., Ziegler, A., Propping, P., Näthen, M., Wolmer, Leo, Zagout, Iyad, Galili-Weisstub, Esti, Fisch, Gene, Swillen, Ann, Vogels, Annick, Freitag, Christine, Bouville, Jean-Francois, Atlanti-Duault, Laetitia, Baubet, Thierry, Osrow, Robyn, Leplomb, Marie-Madeleine, Marchandy, Yves, Bennabi, Malika, Halpern, Ricardo, Monteiro, Odon, Durkin, Abbey-Robin, Haapanen, Rudy, Bauer, Susanne, Friedrich, Max, Stadler, Christina, Sterzer, Philipp, Kleinschmidt, Andreas, Nowraty, Irene, Müller, W. E., Knölker, Ulrich, Schmid, Gabriele, Berndt, Swantje, Behn, B., Puls, Jan Hendrik, Stevens, Luc, Jungmann, Joachim, Juretic, Zoran, Ercegovic, Nela, Schepker, Renate, Çuhadaroglu-Çetin, Füsun, Herhaus, G., Melfsen, S., Cheng, Daomeng, Harder, Donald, Laws, Harry, Nakane, Yoshibumi, Takeshita, Kenzo, Naruse, Hiroshi, Zhu, Yan, Liu, Jun, Du, Yasong, Sikorski, John, Hamerlynck, Sannie, Hart, Lisettet, Nauta-Janssen, Lucres, Chitsabesan, Prathiba, Nguyen, Hien, Simeon, Jovan, Cuzner, Cathy, Schachter, Howard, Martins, Ana Soledade, Kieling, Chirstian, Comassetto, Julia, Goncalves, Renata, Oswald, Silvia, Buchmann, Johannes, Kirschner, J., Garvey, M., Moll, Gunther, Heinrich, Hartmut, Malhotra, Sameer, Poulakis, Zeffie, Menahem, Sam, Sauer, Karin, Samia, Tilouch, Rimeh, Hannachi, Sonia, Missaoui, Allodi, Mara Westling, Biscaldi, Monica, Wagner, Bettina, Uchida, Chiyoko, Jozefiak, Thomas, Penge, Roberta, Biaggini, Valentina Ivancich, Fischbein, Siv, Joukamaa, Matti, Taanila, Anja, Veijola, Juha, Karvonen, Juha T., Miettunen, Jouko, Llaberia, Edelmira Domenech, Domenech, Teresa Corbella, Ballabriga, Maria Claustre Jane, Sanz, Josepa Canals, Esparo, Griselda, Sola, Sergi Ballespi, Liu, Xuejun, Kano, Yukiko, Ohta, Masataka, Nagai, Yoko, Arai, Takashi, Linyan, Su, Bridge, Jeff, Birmaher, Boris, Di Lorenzo, Carlo, Iyengar, Satish, Brent, David, Blanz, Bernhard, Weninger, Laura, Libal, Gerhard, Skrabal, Anna, Bowden, Michael, Cooper, Howard, Simonsen, Inger, Bechstrom, Carl, Medby, Mette, Erkolahti, Ritva, Klosinski, Gunther, Oba, Mihoko, Murase, Satomi, Murakami, Takashi, Takai, Jiro, Kaneko, Hitoshi, Honjo, Shuji, Rickards, Katrina, Weber, Annhild, Karle, Michael, Lazartigues, Alain, Planche, Pascale, Lemonnier, Eric, Pavuluri, Mani, Schenkel, Lindsay, Shaw, Ryan, Sweeny, John, Rigon, Giancarlo, Costa, Stefano, Mancaruso, Alessandra, Mansi, Roberta, Poggioli, Daniele Giovanni, Chiodo, Simona, Radobuljac, Maja, Groleger, Urban, Ovsenik, Nada, Tomori, Martina, Haas, Barbara, Denoix, Susanne, Kimmig, Franz, Weinhardt, Marc, Schmitz, Günter, Filschke, Berit, Fliegauf, Conny, Kim, Ji-Hae, Krischer, Maya, Stone, Michael H., Sevecke, Kathrin, Doepfner, Manfred, König, Cornelia, Grasmann, Dörte, Schlander, Michael, Ralston, Stephen, Pereira, R. Rodrigues, Brussel, W., Vlasveld, L., Tuynman-Qua, H. G., Lorenzo, M. J., Tauscher-Wisniewski, R., Palazzi, Stefano, Guaia, Ettore, Kolakowski, Artur, Pisula, Agnieszka, Wilens, Timothy, Banaschewski, Tobias, Uebel, Henrik, Albrecht, Björn, Robatzek, Monika, Migliaccio-Walle, Kristen, Caro, Jaime, Allen, Albert J., Sangal, R. Bart, Owens, Judith, Kelsey, Douglas, Sutton, Virginia, Schuh, Kory, Bahadir, Aliye Tugba, Yaman, Zeynep, Arman, Ayse Rodopman, Kuscu, Kemal, Yazgan, Yanki, Berkem, Meral, Feldman, Peter, Denai, Milton, Simpson, Alexander, Kratochvil, Christopher, Newcorn, Jeffrey, Biederman, Joseph, Gelowitz, Douglas, Thomason, Christine, Gao, Haitao, Bijttebier, Patricia, Decoene, Steff, Niklaus, Pia, Duits, Nils, Auer, Ulrich, Schnoor, Kathleen, Schläfke, Detlef, Çetin, Füsun Çuhadaroälu, Harper, Gordon, Hamdan, Sami, El-Haib, Muhammed, Canat, Saynur, Halfon, Olivier, Bolognini, Monique, Plancherel, B., Phan, Olivier, Corcos, Maurice, Cardinaux, Jean-René, Magistretti, Pierre J., Pierrehumbert, Blaise, Koskinen, Minna, Engqvist, Ulf, Allin, Matthew, Rifkin, Larry, Lancaster, Sandra, Borghini, Ayala, Jaugey, Laure, Forcada-Guex, Margarita, Jaunin, Lyne, Müller-Nix, Carole, Ansermet, François, Simoes, Mariada Conceicao Taborda, Lima, Luiza Nobre, Dias, Mariada Luz Vale, Siefen, Rainer Georg, Como, Ariel, Alikaj, Valbona, Tomori, Sonila, Capozzi, Flavia, Romano, Angela, Roello, Mara, Piperno, Francesca, Mann, Mali A., Stösser, Dieter, Barth, Gottfried, Pimenov, Alina, Schwab, Jenny, Bingöl, Hülya, Barbe, Rémy, Elkshishy, Heba, Jovanovic, Ana, Lakic, Aneta, Milovanovic, Vesna, Vukasinovic, Milorad, Bridge, Jeffrey, Kolko, David, Brent, David A., Gilson, Kathryn, Montague, Roslyn, Shochet, Ian, Marques, Cristina Maria Ribeiro, Cepeda, Teresa, Ligges, Carolin, Ligges, Marc, Huonker, Ralph, Leppänen, Paavo, Guttorm, Torni K., Hämäläinen, Jarmo, Puolakanaho, Anne, Plume, Ellen, König, Inke R., Deimel, Wolfgang, Nöthen, Markus M., Propping, Peter, Kleensang, André, Müller-Myhsok, Bertram, Ziegler, Andreas, Hong, Sung-Do David, Gao, Xueping, Li, Xuerong, Lee, Soyoung Irene, Kim, Eui-Jung, Cho, In-Hee, Kim, Ji-Hoon, Park, Se-Hyun, Choi, J-Wook, Heger, Steffen, Schreiner, Andreas, Rettig, Klaus, Medori, Rossella, Gustafsson, Peik, Hansson, Kjell, Eidevall, Lena, Thernlund, Gunilla, Heiser, Philip, Dempfle, A., Smidt, Judith, Grabarkiewicz, Justyna, Kiefl, Hans, Hemminger, U., Saar, K., Swanson, James, Volkov, Nora D., Gupta, S., Williams, L., Agler, D., Wasdell, M., Wigal, S., Martins, Silvia, Tramontina, Silza, Eizirik, Mariana, Vitiello, Benedetto, Clevenger, Walter, Faraone, Stephen, McGough, James, McCracken, James, Rohde, Luis Augusto, Greenhill, Larry, Leary, Michael, Larsson, Bo, Gunning, W. Boudewijn, Villat, Jean-Marie, O’Connell, Redmond, Bellgrove, Mark A., Dockree, Paul, Traube, Raymond, Braunschweig, Mary, Chabanier, Jacques, De Leo, Germana, Ibanez, Margerita, Mikolajaks, Olivette, Ropstad, Ida, Young, J. Gerald, Aiello, Rachele, Porcari, Viviana, Salatiello, Maria Patrizia, Lo Bue, Anna, Dell’Oglio, Valentina, Cardella, Rosaria, Chifari, Sabrina, Undheim, Anne Mari, Su, Linyan, Luo, Xuerong, Barton, Joanne, Baying, Lioba, Rellum, Thomas, Duezel, Emrah, Hinrichs, Hermann, Bartel, Christoph, Linde, Iris, Friederichs, E., Bangs, Mark, Remschmidt, Helmut, Doreleijers, Theodore, Rebernig, Elisabeth, Camerini, Giovanni Battista, Otero, Soraya, Rivas, Ana, Pombo, Guadalupe, Yeghiyan, Maruke, Kachatur, Gasparyan, Danileyan, Arman, Ivarsson, Tord, Valderhaug, Robert, Walitza, Susanne, Wewetzer, Christoph, Barth, Nikolaus, Hahn, F., Asbahr, Fernando, Castillo, Ana Regina, Ito, Ligia, Latorre, Mariado Rosario, Moreira, Michelle, Lotufo-Neto, Francisco, Symann, Sophie, Charlier, Dominique, Plattner, Belinda, Schallauer, Astrid Elisabeth, Mohler, Beat, Staub, P., Müller, Carsten, Oelkers-Ax, Rieke, Fischer, Jochen, Hermanns, Uta, Nickel, Anne, Bolay, Hans Volker, Cherro-Aguerre, Miguel, Sorensen, Merete Juul, Nissen, Judith Becker, Mors, Ole, Thomsen, Per Hove, Sund, Anne Mari, Drugli, May Britt, Wichstrom, Lars, Schwannauer, Matthias, Taylor, Emily, Wrate, Rob, Martin, Matthias, Larsson, Jan-Olov, Larsson, Henrik, Lichtenstein, Paul, Ludolph, Andrea G., Mottaghy, Felix, Kraemer, Susanne, Claus, Dieter, Krause, Bernhard, Fegert, Jbrg M., Hurtig, Tuula, Malakhova, Anna, Maniadaki, Katerina, Kakouros, Efthymios, Jensen, Peter, Garcia, Joe Albert, Glied, Sherry, Crowe, Maura, Foster, E. Michael, Golse, Bernard, Junghanß, Jenny, Salin, Aino-Maija, Rytölä, Päivi, Hiltunen, Pauliina, Remschmidt, Helmut, editor, and Belfer, Myron L., editor

Published
2004
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48. Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction

Author

Saine, Nina L., Lerkkanen, Marja-Kristiina, Ahonen, Timo, Tolvanen, Asko, and Lyytinen, Heikki

Abstract

The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners (N = 166). Two remedial interventions took place in four weekly sessions of 45 min over a period of 28 weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted remedial intervention would be the most successful in remediating reading fluency in the transparent Finnish language. Furthermore, children in the computer-assisted intervention were able to reach the average level of the mainstream children by the end of Grade 2. (Contains 2 tables and 2 figures.)

Published
2010
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49. Newborn Event-Related Potentials Predict Poorer Pre-Reading Skills in Children at Risk for Dyslexia

Author

Guttorm, Tomi K., Leppanen, Paavo H. T., Hamalainen, Jarmo A., Eklund, Kenneth M., and Lyytinen, Heikki J.

Abstract

Earlier results from the Jyvaskyla Longitudinal Study of Dyslexia showed that newborn event-related potentials (ERPs) of children with and without familial risk for dyslexia were associated with receptive language and verbal memory skills between 2.5 and 5 years of age. We further examined whether these ERPs (responses to synthetic consonant-vowel syllables /ba/, /da/, /ga/; presented equiprobably with 3,910-7,285 ms interstimulus intervals) predict later pre-reading skills measured before the onset of school (6.5 years of age). In line with our earlier results, the at-risk children (N = 11) with atypical speech processing in the right hemisphere (a slower shift in polarity from positivity to negativity in responses to /ga/ at 540-630 ms) scored significantly lower in phonological skills, rapid naming, and letter knowledge than the control children (N = 10) without enhanced right hemispheric speech processing. These results further extend our earlier findings of newborn ERPs in predicting poorer language skills. These consistent differences in ERPs to speech sounds may have applications in the future for the early identification of children at risk for developmental language problems. This would facilitate well-directed intervention even before reading problems are typically diagnosed. (Contains 2 figures and 1 table.)

Published
2010
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50. Language Development, Literacy Skills, and Predictive Connections to Reading in Finnish Children with and without Familial Risk for Dyslexia

Author

Torppa, Minna, Lyytinen, Paula, Erskine, Jane, Eklund, Kenneth, and Lyytinen, Heikki

Abstract

Discriminative language markers and predictive links between early language and literacy skills were investigated retrospectively in the Jyvaskyla Longitudinal Study of Dyslexia in which children at familial risk for dyslexia have been followed from birth. Three groups were formed on the basis of 198 children's reading and spelling status. One group of children with reading disability (RD; n = 46) and two groups of typical readers from nondyslexic control (TRC; n = 84) and dyslexic families (TRD; n = 68) were examined from age 1.5 years to school age. The RD group was outperformed by typical readers on numerous language and literacy measures (expressive and receptive language, morphology, phonological sensitivity, RAN, and letter knowledge) from 2 years of age onward. The strongest predictive links emerged from receptive and expressive language to reading via measures of letter naming, rapid naming, morphology, and phonological awareness. (Contains 4 tables and 1 figure.)

Published
2010
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