Search results for author:"Heikki Lyytinen"
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Learning and Instruction Vol. 16, No. 6 (December 2006) pp. 569–582
This study examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction. A total of 200 Finnish children were examined at ages 5 and 6½. Half of them ( ...
Scandinavian Journal of Educational Research Vol. 46, No. 1 (2002) pp. 83–98
Developed a computer-based assessment of the use of beginning and end analogies based on clue syllables of five different syllable structures to examine the role of analogy in an orthographically regular language, Finnish. Results for 47 children...
Assessing the Effectiveness of Two Theoretically Motivated Computer-Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme
Reading Research Quarterly Vol. 48, No. 1 (2013) pp. 61–76
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). ...
Annals of Dyslexia Vol. 58, No. 1 (June 2008) pp. 59–79
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological-orthographic association group, a ...
Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challenge
Computers & Education Vol. 71, No. 1 (February 2014) pp. 237–246
This study investigated the effects of two game features (the level of challenge and the reward system) on first and second graders' engagement during digital game-based learning of reading. We were particularly interested in determining how well...
Scientific Studies of Reading Vol. 14, No. 4 (2010) pp. 317–340
The study evaluated the effect of repeated reading on reading speed among 36 Finnish-speaking poor readers in Grades 4 to 6. A switching replications design was applied: Group A (n = 20) received training first, and during this period Group B (n =...
Annals of Dyslexia Vol. 58, No. 2 (December 2008) pp. 115–137
Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were evaluated. During a 6-week training period, a specific target for children in a "computer group" was to improve reading of...
Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction
Learning and Individual Differences Vol. 20, No. 5 (October 2010) pp. 402–414
The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify...
Assessment of Three-and-a-Half-Year-Old Children's Emerging Phonological Awareness in a Computer Animation Context
Journal of Learning Disabilities Vol. 36, No. 5 (2003) pp. 416–23
Four computer-animated tasks were created to analyze the underlying structure of emerging phonological awareness at 3.5 years of age and to explore factors that influence children's (n=91) performance. The children were able to master tasks...
The Effect of Using a Mobile Literacy Game to Improve Literacy Levels of Grade One Students in Zambian Schools
Jacqueline Jere-Folotiya; Tamara Chansa-Kabali; Jonathan C. Munachaka; Francis Sampa; Christopher Yalukanda; Jari Westerholm; Ulla Richardson; Robert Serpell; Heikki Lyytinen
Educational Technology Research and Development Vol. 62, No. 4 (August 2014) pp. 417–436
This intervention study was conducted to document conditions under which a computer based literacy game (GraphoGame™) could enhance literacy skills of first grade students in an African city. The participants were first grade students from...
Kristina Moll; Franck Ramus; Jürgen Bartling; Jennifer Bruder; Sarah Kunze; Nina Neuhoff; Silke Streiftau; Heikki Lyytinen; Paavo H.T. Leppänen; Kaisa Lohvansuu; Dénes Tóth; Ferenc Honbolygó; Valéria Csépe; Caroline Bogliotti; Stéphanie Iannuzzi; Jean-François Démonet; Emilie Longeras; Sylviane Valdois; Florence George; Isabelle Soares-Boucaud; Marie-France Le Heuzey; Catherine Billard; Michael O'Donovan; Gary Hill; Julie Williams; Daniel Brandeis; Urs Maurer; Enrico Schulz; Sanne van der Mark; Bertram Müller-Myhsok; Gerd Schulte-Körne; Karin Landerl
Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 65–77
This paper addresses the question whether the cognitive underpinnings of reading and spelling are universal or language/orthography-specific. We analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized...