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Supporting Struggling Readers with Digital Game-Based Learning
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Ronimus, Miia; Eklund, Kenneth; Pesu, Laura; Lyytinen, Heikki – Educational Technology Research and Development, 2019
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,…
Descriptors: Reading Difficulties, Intervention, Reading Fluency, Computer Games
Longitudinal Predictors of Reading and Spelling across Languages Varying in Orthographic Consistency
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Georgiou, George K.; Torppa, Minna; Manolitsis, George; Lyytinen, Heikki; Parrila, Rauno – Reading and Writing: An Interdisciplinary Journal, 2012
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…
Descriptors: English, Finno Ugric Languages, Greek, Predictor Variables
Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction
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Saine, Nina L.; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki – Learning and Individual Differences, 2010
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…
Descriptors: Reading Difficulties, Intervention, Remedial Reading, Reading Fluency
Training Reading Fluency among Poor Readers of German: Many Ways to the Goal
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Huemer, Sini; Landerl, Karin; Aro, Mikko; Lyytinen, Heikki – Annals of Dyslexia, 2008
Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were evaluated. During a 6-week training period, a specific target for children in a "computer group" was to improve reading of word-initial consonant clusters by practice in associating an orthographic unit with a corresponding…
Descriptors: Reading Fluency, Phonemes, Economically Disadvantaged, Grade 2
Training Reading Fluency: Is It Important to Practice Reading Aloud and Is Generalization Possible?
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Hintikka, Sini; Landerl, Karin; Aro, Mikko; Lyytinen, Heikki – Annals of Dyslexia, 2008
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological-orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control…
Descriptors: Reading Fluency, Generalization, Reading Aloud to Others, Grade 2
Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes: Strong to Accuracy but Only Minor to Fluency
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Puolakanaho, Anne; Ahonen, Timo; Aro, Mikko; Eklund, Kenneth; Leppanen, Paavo H. T.; Poikkeus, Anna-Maija; Tolvanen, Asko; Torppa, Minna; Lyytinen, Heikki – Journal of Learning Disabilities, 2008
The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyvaskyla Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and…
Descriptors: Reading Difficulties, Reading Fluency, Structural Equation Models, Dyslexia