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dc.contributor.authorLyytinen, Heikki
dc.contributor.authorLouleli, Natalia
dc.date.accessioned2023-05-30T06:13:47Z
dc.date.available2023-05-30T06:13:47Z
dc.date.issued2023
dc.identifier.citationLyytinen, H., & Louleli, N. (2023). Brain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy. <i>Brain Sciences</i>, <i>13</i>(6), Article 865. <a href="https://doi.org/10.3390/brainsci13060865" target="_blank">https://doi.org/10.3390/brainsci13060865</a>
dc.identifier.otherCONVID_183328516
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/87290
dc.description.abstractPossibly some of the most important skills that one can have are those needed to become fully literate. We all wish our children to reach such a goal. Unfortunately, the focus of attention in reading research has been on acquiring readiness to sound out written language, i.e., the basic reading skills. Full literacy is the readiness to learn knowledge by reading. Thus, one has to be able to take two steps to reach full literacy. Indications related to both of these steps can be observe in the brain. This may be easiest when we observe the brain activity of a learner who faces difficulties in taking these steps. In fact, the serious difficulty of taking the first step can be observed soon after birth, shown below as a summary of relevant details from the paper published earlier in this journal. The step from a basic reading skill to reading comprehension requires that one must learn to read for the mediating meanings of the text, i.e., its morphological information, on top of the phonological one. This can also be approached using brain-related observations, as we show here, too. Taking these steps varies between orthographies. Here, we illustrate the learning of these steps in the context of transparently written alphabetic writings by choosing it as our concrete example because its readers form the majority of readers of alphabetic writings. After learning these facts, we had to be able to help those who face difficulties in these steps to overcome her/his bottlenecks. We summarize how we have tried to do that. Each step can be taken using a digital game-like training environment, which, happily, is now open to be distributed for the use of (almost) all in the world. How we have already tried that concerning the first step is illustrated below. Additionally, how we plan to do that concerning the second step, the final goal, completes our present story.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherMDPI AG
dc.relation.ispartofseriesBrain Sciences
dc.rightsCC BY 4.0
dc.subject.otherreading
dc.subject.otherliteracy
dc.subject.otherdigital learning environment
dc.subject.otherGraphoGame
dc.subject.othercomprehension game
dc.titleBrain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202305303348
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2076-3425
dc.relation.numberinseries6
dc.relation.volume13
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 by the authors. Licensee MDPI, Basel, Switzerland.
dc.rights.accesslevelopenAccessfi
dc.subject.ysolukutaito
dc.subject.ysooppiminen
dc.subject.ysoopetusmenetelmät
dc.subject.ysolukeminen
dc.subject.ysooppimispelit
dc.subject.ysokognitiiviset prosessit
dc.subject.ysotietokoneavusteinen oppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p23092
jyx.subject.urihttp://www.yso.fi/onto/yso/p5283
jyx.subject.urihttp://www.yso.fi/onto/yso/p7221
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/brainsci13060865
jyx.fundinginformationThis research received no external funding.
dc.type.okmA1


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