Showing items with similar title or keywords.

• Response to computer-assisted intervention in children most at risk for mathematics difficulties 

  Salminen, Jonna (University of Jyväskylä, 2015)

  Evidence of an association between poor early number skills and a high risk for later difficulties in mathematics manifests a need for both early identification of risk and effective prevention of difficulties. However, ...

• Teaching and learning to read in Afrikaans : teacher competence and computer-assisted support 

  February, Pamela J. (Jyväskylän yliopisto, 2018)

• Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn 

  Bora, Deepti; Patel, Priyanka; Psyridou, Maria; Ruotsalainen, Jenni; Richardson, Ulla; Torppa, Minna (2024)

  Foundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million children in schools, India is currently challenged by learning deprivation. ...

• Suitability of the computer-assisted reading intervention Ekapeli Maahanmuutaja for preschool students with autism spectrum disorders : single-subject experimental piloting study 

  Kucharová, Petra (2021)

  Individuals with autism spectrum disorders (ASD) show different aspects and severities of symptoms and comorbidities related to specific areas of learning. Children with ASD however have the potential to achieve full reading ...

• A computer‐based Pinyin intervention for disadvantaged children in China : Effects on Pinyin skills, phonological awareness, and character reading 

  Li, Yixun; Chen, Xi; Li, Hong; Sheng, Xiaotian; Chen, Liu; Richardson, Ulla; Lyytinen, Heikki (John Wiley & Sons, 2020)

  Pinyin is an alphabetic script that denotes pronunciations of Chinese characters. Studies have shown that Pinyin instruction enhances both phonological awareness (e.g., Shu et al., Developmental Science, 2008, 11, 171–181) ...