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dc.contributor.authorHeikkilä, Riikka
dc.contributor.authorAro, Mikko
dc.contributor.authorNärhi, Vesa
dc.contributor.authorWesterholm, Jari
dc.contributor.authorAhonen, Timo
dc.date.accessioned2013-12-11T09:13:34Z
dc.date.available2015-01-22T22:45:06Z
dc.date.issued2013
dc.identifier.citationHeikkilä, R., Aro, M., Närhi, V., Westerholm, J., & Ahonen, T. (2013). Does training in syllable recognition improve reading speed? A computer-based trial with poor readers from second and third grade.. <i>Scientific Studies of Reading</i>, <i>17</i>(6), 398-414. <a href="https://doi.org/10.1080/10888438.2012.753452" target="_blank">https://doi.org/10.1080/10888438.2012.753452</a>
dc.identifier.otherCONVID_22911990
dc.identifier.otherTUTKAID_58479
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/42638
dc.description.abstractRepeated 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 naming. Our results, based on a sample of 150 poor readers of Finnish, showed clear gains in reading speed regarding all trained syllables, but a transfer effect to the word level was evident only in the case of long infrequent syllables. Rapid automatized naming was associated with initial reading speed, but not with the training effect.fi
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesScientific Studies of Reading
dc.relation.urihttp://www.tandfonline.com/action/journalInformation?journalCode=hssr20
dc.subject.otherlukemisen sujuvuus
dc.subject.otherlukemisvaikeus
dc.subject.othertavut
dc.subject.othernopea nimeäminen
dc.subject.otherreading fluency
dc.subject.otherreading speed
dc.subject.otherreading disability
dc.subject.othersyllables
dc.subject.otherrapid automatized naming
dc.subject.othercomputerized training
dc.titleDoes training in syllable recognition improve reading speed? A computer-based trial with poor readers from second and third grade.
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201312112772
dc.contributor.laitosAgora Centerfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosAgora Centeren
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2013-12-11T04:30:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange398-414
dc.relation.issn1088-8438
dc.relation.numberinseries6
dc.relation.volume17
dc.type.versionacceptedVersion
dc.rights.accesslevelopenAccessfi
dc.subject.ysointerventio
jyx.subject.urihttp://www.yso.fi/onto/yso/p41
dc.relation.doi10.1080/10888438.2012.753452


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