Showing items with similar title or keywords.

• Early prediction of reading : phonological awareness and related language and cognitive skills in children with a familial risk for dyslexia 

  Puolakanaho, Anne (University of Jyväskylä, 2007)

  PsL Anne Puolakanaho selvitti väitöstutkimuksessaan, miten leikki-ikäisten 3 - 5-vuotiaiden lasten kielelliset ja kognitiiviset taidot ovat yhteydessä lukemisen virheettömyyteen ja sujuvuuteen kouluiässä. Puolakanaho tutki ...

• Neural phoneme discrimination in variable speech in newborns : Associations with dyslexia risk and later language skills 

  Virtala, P.; Kujala, T.; Partanen, E.; Hämäläinen, J. A.; Winkler, I. (Elsevier BV, 2023)

  A crucial skill in infant language acquisition is learning of the native language phonemes. This requires the ability to group complex sounds into distinct auditory categories based on their shared features. Problems in ...

• Using differentiation to teach English for learners with dyslexia in Finnish upper comprehensive schools 

  Aalto, Armi (2019)

  Lukivaikeutta esiintyy Suomessa kohtalaisen usein. Inkluusion periaatteiden mukaisesti oppilaita, joilla on lukivaikeus, opetetaan yhä enenevässä määrin tavallisissa luokissa. Tämän tutkimuksen tarkoituksena on selvittää, ...

• Learner’s beliefs : a case study of adult immigrants independently learning Finnish as a second language 

  Siren, Maricris (2021)

  Learners’ beliefs about second language acquisition (SLA) are described as learners’ personal theories about language learning and language in general. Previous studies reported that beliefs can be productive or unproductive ...

• Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia 

  Lohvansuu, Kaisa; Hämäläinen, Jarmo; Tanskanen, Annika; Ervast, Leena; Heikkinen, Elisa; Lyytinen, Heikki; Leppänen, Paavo H.T. (Elsevier; International Organization of Psychophysiology, 2014)

  Specific reading disability, dyslexia, is a prevalent and heritable disorder impairing reading acquisition characterized by a phonological deficit. However, the underlying mechanism of how the impaired phonological processing ...