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Hintermeier, Lisa; Hautala, Jarkko; Aro, Mikko – Scientific Studies of Reading, 2023
Purpose: The present study investigated whether the number of syllables affects developing readers' word recognition when controlling for word length and word frequency and, if so, whether the effect is dependent on reading fluency. The target language was Finnish, a language with a transparent orthography and a simple syllable structure. Method:…
Descriptors: Coding, Syllables, Reading Fluency, Reading Difficulties
Koponen, Tuire; Aro, Mikko; Poikkeus, Anna-Maija; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Nurmi, Jari-Erik – Exceptional Children, 2018
We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance…
Descriptors: Comorbidity, Longitudinal Studies, Grade 2, Reading Difficulties
Eklund, Kenneth; Torppa, Minna; Aro, Mikko; Leppänen, Paavo H. T.; Lyytinen, Heikki – Journal of Educational Psychology, 2015
This study followed the development of reading speed, reading accuracy, and spelling in transparent Finnish orthography in children through Grades 2, 3, and 8. We compared 2 groups of children with familial risk for dyslexia--1 group with dyslexia (Dys _FR, n = 35) and 1 group without (NoDys_FR, n = 66) in Grade 2--with a group of children without…
Descriptors: Grade 2, Grade 3, Grade 8, Literacy
Heikkilä, Riikka; Aro, Mikko; Närhi, Vesa; Westerholm, Jari; Ahonen, Timo – Scientific Studies of Reading, 2013
Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized…
Descriptors: Foreign Countries, Syllables, Reading Instruction, Recognition (Psychology)
Peura, Pilvi I.; Viholainen, Helena J. K.; Aro, Tuija I.; Räikkönen, Eija M.; Usher, Ellen L.; Sorvo, Riikka M. A.; Klassen, Robert M.; Aro, Mikko T. – Journal of Experimental Education, 2019
We investigated the specificity of reading self-efficacy among second- to fifth-grade children in Finland (N = 1,327). Bandura (1997) theorized that efficacy beliefs can be assessed at different levels of specificity; however, empirical support for this view is scarce among young children. Efficacy beliefs targeting reading-related activities were…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Grade 3
Hintikka, Sini; Landerl, Karin; Aro, Mikko; Lyytinen, Heikki – Annals of Dyslexia, 2008
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 reading aloud group, and a combined group were compared in performance with an untrained control…
Descriptors: Reading Fluency, Generalization, Reading Aloud to Others, Grade 2