Search results for "lukihäiriöt"
showing 10 items of 161 documents
Brain responses to speech sounds in infants and children with and without familial risk for dyslexia
2015
Dyslexia, a specific reading disability, runs in families. Therefore, the risk for a child to become dyslexic increases multifold if reading difficulties occur in the family. One risk factor for dyslexia is a deficit in speech perception. Using EEG, speech sound discrimination was found to be more demanding than non- speech discrimination in typical readers in Study I. In Study II, in children with dyslexia in 3rd grade, enhanced brain responses were observed and found to be associated with better performance in reading accuracy, spelling accuracy and phonemic length discrimination tasks. The brain responses of the most accurate readers in the dyslexia group originated from a more posterior…
The role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotions
2018
The aim of this study was to examine the situational associations of reading-related task values and efficacy beliefs with achievement emotions, and whether these associations are moderated by reading difficulties (RD). The sample comprised 128 Finnish sixth-grade students (66 with no reading difficulties [No RD], 31 with mild reading difficulties [Mild RD], and 31 with severe reading difficulties [Severe RD]) who were randomized to complete either a non-challenging or challenging reading task. Students reported their reading-related task values (attainment and interest) and efficacy beliefs right before and their achievement emotions both before and after performing the reading task. The r…
Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator.
2021
This study aimed to gain better understanding of the associations between literacy activities at home and long-term language and literacy development. We extended the home literacy environment (HLE) model of Sénéchal and LeFevre (Child Development [2002], Vol. 73, pp. 445–460) by including repeated assessments of shared reading, oral language, and reading comprehension development, including examination of familial risk for dyslexia as a moderator, and following development over time from ages 2 to 15 years. Of the 198 Finnish participants, 106 have familial risk for dyslexia due to parental dyslexia. Our path models include development in vocabulary (2–5.5 years), emerging literacy (5.5 ye…
YKÄ : Uusi menetelmä yläkouluikäisten luku- ja kirjoitustaidon arviointiin
2018
Luku- ja kirjoitustaito ovat keskeisiä oppimisen ja kouluttautumisen välineitä. Noin viidennes suomalaisnuorista ei kuitenkaan saavuta peruskoulun aikana riittävää luku- ja kirjoitustaitoa. Tunnistamatta jäävät lukemisen ja kirjoittamisen ongelmat voivat pahimmillaan vaikeuttaa kouluttautumista ja työllistymistä sekä rajoittaa sosiaalista vuorovaikutusta ja osallisuuden mahdollisuuksia tietoyhteiskunnassa. Jotta oikeanlainen tuki pystyttäisiin aloittamaan mahdollisimman aikaisin, lasten ja nuorten lukivaikeuksien luotettava tunnistaminen on erityisen tärkeää. Alakoulussa arvioinnin avuksi on tarjolla monenlaisia välineitä, mutta yläkouluikäisten lukutaidon arviointiin ja lukivaikeuden tunni…
Attentional Processes in Children With Attentional Problems or Reading Difficulties as Revealed Using Brain Event-Related Potentials and Their Source…
2020
Visual attention-related processes include three functional sub-processes: alerting, orienting, and inhibition. We examined these sub-processes using reaction times, event-related potentials (ERPs), and their neuronal source activations during the Attention Network Test (ANT) in control children, attentional problems (AP) children, and reading difficulties (RD) children. During the ANT, electroencephalography was measured using 128 electrodes on three groups of Finnish sixth-graders aged 12–13 years (control = 77; AP = 15; RD = 23). Participants were asked to detect the direction of a middle target fish within a group of five fish. The target stimulus was either preceded by a cue (center, d…
Typical and Atypical Development of Visual Expertise for Print as Indexed by the Visual Word N1 (N170w) : A Systematic Review
2022
The visual word N1 (N170w) is an early brain ERP component that has been found to be a neurophysiological marker for print expertise, which is a prelexical requirement associated with reading development. To date, no other review has assimilated existing research on reading difficulties and atypical development of processes reflected in the N170w response. Hence, this systematic review synthesized results and evaluated neurophysiological and experimental procedures across different studies about visual print expertise in reading development. Literature databases were examined for relevant studies from 1995 to 2020 investigating the N170w response in individuals with or without reading disor…
Tauot, editointi ja korjaukset dyslektikkojen ja verrokkien kirjoitusprosessissa
2000
Lukemisen osatekijöitä ja ongelmia
2005
Lukivaikeuden taustalla takkuja aivoyhteyksissä
2018
Joillekin lukemaan oppiminen voi olla vaikeaa, vaikka lapsi olisi muuten kyvykäs. Tällöin puhutaan perinnöllisestä lukivaikeudesta eli dysleksiasta. Dysleksia ilmenee yleensä myöhemmin lukemisen hitautena ja kirjoitusvirheinä. Dysleksian aivoperustaa on tutkittu jo pitkään ja perinnöllisen lukivaikeusriskin omaavien vauvojen aivovasteiden on huomattu olevan poikkeavia. Mutta miten riskivauvojen aivovasteet ovat yhteydessä myöhempään lukivaikeuteen? nonPeerReviewed