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Literacy Skill Development of Children with Familial Risk for Dyslexia through Grades 2, 3, and 8
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Eklund, Kenneth; Torppa, Minna; Aro, Mikko; Leppänen, Paavo H. T.; Lyytinen, Heikki – Journal of Educational Psychology, 2015
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…
Descriptors: Grade 2, Grade 3, Grade 8, Literacy
Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial with Poor Readers from Second and Third Grade
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Heikkilä, Riikka; Aro, Mikko; Närhi, Vesa; Westerholm, Jari; Ahonen, Timo – Scientific Studies of Reading, 2013
Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized…
Descriptors: Foreign Countries, Syllables, Reading Instruction, Recognition (Psychology)
Are Balance Problems Connected to Reading Speed or the Familial Risk of Dyslexia?
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Viholainen, Helena; Aro, Mikko; Ahonen, Timo; Crawford, Susan; Cantell, Marja; Kooistra, Libbe – Developmental Medicine & Child Neurology, 2011
Aim: The aim of this study was to examine the connection between balance problems and reading speed in children with and without a familial risk of dyslexia by controlling for the effects of attention, hyperactivity, and cognitive and motor functioning. Method: The prevalence of balance problems was studied in 94 children (48 females, 46 males)…
Descriptors: Dyslexia, Reading Rate, Perceptual Motor Coordination, Children
Repeated Reading of Syllables among Finnish-Speaking Children with Poor Reading Skills
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Huemer, Sini; Aro, Mikko; Landerl, Karin; Lyytinen, Heikki – Scientific Studies of Reading, 2010
The study evaluated the effect of repeated reading on reading speed among 36 Finnish-speaking poor readers in Grades 4 to 6. A switching replications design was applied: Group A (n = 20) received training first, and during this period Group B (n = 16) acted as a control group. After a midpoint test, the design was switched. The training material…
Descriptors: Comparative Analysis, Reading Rate, Teaching Methods, Finno Ugric Languages
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
Heterogeneity in Adult Dyslexic Readers: Relating Processing Skills to the Speed and Accuracy of Oral Text Reading.
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Leinonen, Seija; Muller, Kurt; Leppanen, Paavo H. T.; Aro, Mikko; Ahonen, Timo; Lyytinen, Heikki – Reading and Writing: An Interdisciplinary Journal, 2001
Compares subgroups of Finnish dyslexic adults displaying, relative to each other, a distinctive combination of accuracy and speed of oral text reading in phonological and orthographic processing, verbal short-term memory and reading habits. Indicates that advanced orthographic processing skills might help a number of the dyslexic readers to…
Descriptors: Adults, Dyslexia, Heterogeneous Grouping, Higher Education