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The Role of Letters and Syllables in Typical and Dysfluent Reading in a Transparent Orthography
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Hautala, Jarkko; Aro, Mikko; Eklund, Kenneth; Lerkkanen, Marja-Kristiina; Lyytinen, Heikki – Reading and Writing: An Interdisciplinary Journal, 2013
The role of letters and syllables in typical and dysfluent second grade reading in Finnish, a transparent orthography, was assessed by lexical decision and naming tasks. Typical readers did not show reliable word length effects in lexical decision, suggesting establishment of parallel letter processing. However, there were small effects of word…
Descriptors: Syllables, Reading Difficulties, Phonemes, Grade 2
Predictors of Developmental Dyslexia in European Orthographies with Varying Complexity
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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; Schulte-Korne, Gerd – Journal of Child Psychology and Psychiatry, 2013
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…
Descriptors: Dyslexia, Predictor Variables, Phonemic Awareness, Naming
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
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
Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language
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Torppa, Minna; Georgiou, George; Salmi, Paula; Eklund, Kenneth; Lyytinen, Heikki – Scientific Studies of Reading, 2012
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…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Reading Rate
Language Development, Literacy Skills, and Predictive Connections to Reading in Finnish Children with and without Familial Risk for Dyslexia
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Torppa, Minna; Lyytinen, Paula; Erskine, Jane; Eklund, Kenneth; Lyytinen, Heikki – Journal of Learning Disabilities, 2010
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…
Descriptors: Reading Difficulties, Morphology (Languages), Dyslexia, Phonological Awareness