Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 5 |
Descriptor
Foreign Countries | 6 |
Predictor Variables | 6 |
Finno Ugric Languages | 5 |
Phoneme Grapheme… | 5 |
Grade 2 | 3 |
Phonology | 3 |
Decoding (Reading) | 2 |
Elementary School Students | 2 |
English | 2 |
Eye Movements | 2 |
German | 2 |
More ▼ |
Source
First Language | 1 |
Journal of Experimental… | 1 |
Journal of Learning… | 1 |
Reading Psychology | 1 |
Reading and Writing: An… | 1 |
Scientific Studies of Reading | 1 |
Author
Holopainen, Leena | 2 |
Häikiö, Tuomo | 2 |
Lyytinen, Heikki | 2 |
Ahonen, Timo | 1 |
Dickins, Jonathan H. | 1 |
Georgiou, George K. | 1 |
Haapala, Sini | 1 |
Hakkarainen, Airi | 1 |
Hyönä, Jukka | 1 |
Jansson-Verkasalo, Eira | 1 |
Koch, Arno | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 6 |
Education Level
Elementary Education | 3 |
Grade 2 | 3 |
Primary Education | 3 |
Early Childhood Education | 2 |
Grade 1 | 2 |
Audience
Location
Finland | 6 |
Germany | 2 |
Greece | 1 |
Italy | 1 |
United Kingdom | 1 |
United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Cattell Culture Fair… | 1 |
What Works Clearinghouse Rating
Häikiö, Tuomo; Luotojärvi, Tinja – Scientific Studies of Reading, 2022
In early Finnish reading instruction, hyphens are used to denote syllable boundaries. However, this practice slows down reading already during the 1st grade. It has been hypothesized that hyphenation forces readers to rely more on phonology than orthography. Since hyphenation highlights the phonology of the word, it may facilitate reading during…
Descriptors: Eye Movements, Finno Ugric Languages, Phonology, Reading Instruction
Schroeder, Sascha; Häikiö, Tuomo; Pagán, Ascensión; Dickins, Jonathan H.; Hyönä, Jukka; Liversedge, Simon P. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
In this study, we investigated developmental aspects of eye movements during reading of three languages (English, German, and Finnish) that vary widely in their orthographic complexity and predictability. Grapheme-phoneme correspondence rules are rather complex in English and German but relatively simple in Finnish. Despite their differences in…
Descriptors: Eye Movements, Reading Processes, English, German
Holopainen, Leena; Koch, Arno; Hakkarainen, Airi; Kofler, Doris – Reading Psychology, 2020
We investigated the predictive power of cognitive skills and background variables of 769 first and second grade children learning to read two orthographically different languages Finnish and German in three countries Finland, Germany and Italy. Main results from stepwise regression models showed that in all countries word reading at first grade…
Descriptors: Foreign Countries, Comparative Education, Predictor Variables, Reading Skills
Longitudinal Predictors of Reading and Spelling across Languages Varying in Orthographic Consistency
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
Haapala, Sini; Niemitalo-Haapola, Elina; Raappana, Antti; Kujala, Tiia; Kujala, Teija; Jansson-Verkasalo, Eira – First Language, 2015
Many children experience recurrent acute otitis media (RAOM) in early childhood. In a previous study, 2-year-old children with RAOM were shown to have immature neural patterns for speech sound discrimination. The present study further investigated the consonant inventories of these same children using natural speech samples. The results showed…
Descriptors: Foreign Countries, Human Body, Diseases, Toddlers

Holopainen, Leena; Ahonen, Timo; Lyytinen, Heikki – Journal of Learning Disabilities, 2001
Ninety-one Finnish preschoolers were assessed prior to receiving formal reading instruction. Verbal and nonverbal measures were used as predictors for the time of instruction required to accurately decode pseudowords. Phonological awareness differentiated precocious decoders from early decoders and ordinary decoders. Late decoders differed from…
Descriptors: Decoding (Reading), Disability Identification, Early Identification, Elementary Education