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, ...

• Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education 

  Virinkoski, Riitta; Eklund, Kenneth; Lerkkanen, Marja-Kristiina; Holopainen, Leena; Aro, Mikko (Elsevier, 2021)

  This study investigated why some Finnish students receive part-time special education in Grade 1, duration of that support, and its relation to student reading fluency, reading comprehension, and arithmetic fluency ...

• Digital solutions for multilingual learning environments : the case of GraphoGame™ adaptations in Kenya 

  Puhakka, Carol Suzanne Adhiambo (University of Jyväskylä, 2015)

• Perception and learning of Finnish quantity : study in children with reading disabilities and familial risk for dyslexia and Russian second-language learners 

  Pennala, Riitta (University of Jyväskylä, 2013)

• Intergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia? 

  Khanolainen, Daria; Salminen, Jenni; Eklund, Kenneth; Lerkkanen, Marja‐Kristiina; Torppa, Minna (John Wiley & Sons, 2022)

  By investigating children whose parents have dyslexia, family risk (FR) studies are expanding our understanding of the intergenerational transmission of dyslexia. These studies, however, vary in their identification of FR, ...