Search results for "DYSLEXIA"
showing 10 items of 269 documents
Auditiivisen ja kielellisen harjoittelun vaikutus kolmannella luokalla olevien heikkojen lukijoiden lukutaitoon
2012
Developmental Dyslexia in Finnish
2019
A Scale of Knowledge and Beliefs about Developmental Dyslexia: Scale Development and Validation
2014
Abstract The purpose of this study was to create and validate a scale measuring knowledge and beliefs regarding developmental dyslexia. A four-step procedure was followed to achieve this objective. A literature review generated a preliminary pool of 65 items. A group of 12 university teachers of learning disabilities read the items for content and face validity and offered comments. Based on their comments, some items were combined, and confusing items were changed or eliminated, which left a scale of 50 items, with the response options of true (V), false (F) or dont know (NS). Later, each participant, using a description of the scales, placed each item into one of the three subscales. An i…
The precursors of double dissociation between reading and spelling in a transparent orthography.
2016
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1–4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, a…
Cognitive predictors of counting skills
2018
Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model. Results showed that language skills together with memory, nonverbal reasoning skills and parent’s e…
School-aged reading skills of children with family history of dyslexia : predictors, development and outcome
2017
In this research I focused on reading skill development in school-age children with family history of dyslexia. I was interested in the effects of children’s cognitive skills (language, phonological awareness, rapid serial naming, verbal short term memory, and letter knowledge), and gender in addition to family risk for dyslexia as predictors of children’s reading development. In addition, I examined whether shared reading with parents, time spent reading alone, or task-focused behaviour could serve as potential protective factors against reading disability. One of my aims was to find out whether there exist subgroups of children who have different developmental trajectories, and to charact…
Early prediction of reading : phonological awareness and related language and cognitive skills in children with a familial risk for dyslexia
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 myös, missä määrin dysleksiaa eli sitkeää lukemisvaikeutta voidaan ennakoida lapsikohtaisesti, yksilöllisten riskitekijöiden perusteella jo huomattavasti ennen esikouluikää. Aiemmin lukutaitoa ennustavaa tutkimusta on tehty vanhemmilla lapsilla ja lähinnä kirjoitusjärjestelmältään epäsäännöllisessä englannin kielessä. - Myös kirjoitusjärjestelmältään säännönmukaisessa suomen kielessä leikki-ikäisten fonologis-kielelliset taidot kuten kyky tunnistaa puheesta tavuja ja äänt…
Predicting delayed letter name knowledge and its relation to grade 1 reading achievement in children with and without familial risk for dyslexia
2006
The authors examined the developmental trajectories of children's early letter knowledge in relation to measures spanning and encompassing their prior language-related and cognitive measures and environmental factors and their subsequent Grade 1 reading achievement. Letter knowledge was assessed longitudinally at ages 4.5, 5.0, 5.5, and 6.5 years; earlier language skills and environmental factors were assessed at ages 3.5 and 4.5 years; and reading achievement was assessed at the beginning and end of Grade 1. The analyses were conducted on a longitudinal data set involving children with and without familial risk for dyslexia. Emerging from the trajectory analysis of letter knowledge were 3 …