Heikki Lyytinen
Biographic Data
| ID | 5046842 |
|---|---|
| NAME | Heikki Lyytinen |
| GIVEN NAMES | Heikki |
| FAMILY NAME | Lyytinen |
| SIGNATURE | LYYTINEN H |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-2867-1749 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India
A mobile game as a support tool for children with severe difficulties in reading and spelling
We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders ( N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter‐sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spri…
Game learning analytics for understanding reading skills in transparent writing system
Serious games are designed to improve learning instead of providing only entertainment. Serious games analytics can be used for understanding and enhancing the quality of learning with serious games. One challenge in developing the computerized support for learning is that learning of skills varies between players. Appropriate algorithms are needed for analyzing the performance of individual players. This paper presents a novel clustering‐based p…
Literacy programs efficacy for developing children’s early reading skills in familiar language in Zambia
This study investigated the comparative efficacy of a phonics-based reading program and a language experience approach based literacy program to develop reading skills among Zambian early childhood school learners. The learners (n = 1 986; Grade 2 level; females = 50.1%) took either the phonics-based reading program (n = 1 593) or the alternative language experience approach based program (n = 393). They were all assessed for reading skills utili…
Reading Skills, Acquisition of
Contextual analysis of home environment factors influencing the acquisition of early reading skills in Zambian families
This study examined the effect of home environment factors in the acquisition of early reading skills (orthographic awareness and decoding competence). To assess these factors, a sample of seventy-two (72) first grade learners (females = 55%; age range = 7–8 years) and their maternal parents (age range 26–61 years old) from low SES in Zambia's capital city, Lusaka were recruited. Parents, in response to a home literacy questionnaire, reported on …
Cognitive mechanisms underlying reading and spelling development in five European orthographies
Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom
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). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of…
Predictors of developmental dyslexia in European orthographies with varying complexity
BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of ortho…
Sublexical Effects on Eye Movements During Repeated Reading of Words and Pseudowords in Finnish
The role of different orthographic units (letters, syllables, words) in reading of orthographically transparent Finnish language was studied by independently manipulating the number of letters (NoL) and syllables (NoS) in words and pseudowords and by recording eye movements during repeated reading aloud of these items. Fluent adult readers showed evidence for using larger orthographic units in (pseudo)word recoding, whereas dysfluent children see…
Orthographic Depth and Its Impact on Universal Predictors of Reading
Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying …
Training reading fluency among poor readers of German
Training reading fluency
Reading development subtypes and their early characteristics
Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia
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 readi…
Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia
Computerized training of the correspondences between phonological and orthographic units
The outcomes of computerized training in the correspondences between phonological and orthographic units are reported. Forty-four Finnish-speaking first-graders with poor pre-reading skills were assigned to one of two groups, intervention or control. The children in the intervention group received computerized training over a 6-week period (mean 170 minutes in total) while the children in the control group received regular reading instruction onl…
The development of children at familial risk for dyslexia
E-wave and heart rate responses during anticipation of nonmotor events
Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia
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 readi…
Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom
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). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of…
E-wave and heart rate responses during anticipation of nonmotor events
E-wave and heart rate responses during anticipation of nonmotor events
The development of children at familial risk for dyslexia
Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia
Computerized training of the correspondences between phonological and orthographic units
The outcomes of computerized training in the correspondences between phonological and orthographic units are reported. Forty-four Finnish-speaking first-graders with poor pre-reading skills were assigned to one of two groups, intervention or control. The children in the intervention group received computerized training over a 6-week period (mean 170 minutes in total) while the children in the control group received regular reading instruction onl…
Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia
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 readi…
Reading development subtypes and their early characteristics
Training reading fluency among poor readers of German
Training reading fluency
Orthographic Depth and Its Impact on Universal Predictors of Reading
Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying …
Sublexical Effects on Eye Movements During Repeated Reading of Words and Pseudowords in Finnish
The role of different orthographic units (letters, syllables, words) in reading of orthographically transparent Finnish language was studied by independently manipulating the number of letters (NoL) and syllables (NoS) in words and pseudowords and by recording eye movements during repeated reading aloud of these items. Fluent adult readers showed evidence for using larger orthographic units in (pseudo)word recoding, whereas dysfluent children see…
Predictors of developmental dyslexia in European orthographies with varying complexity
BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of ortho…
Cognitive mechanisms underlying reading and spelling development in five European orthographies
Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom
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). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of…
Contextual analysis of home environment factors influencing the acquisition of early reading skills in Zambian families
This study examined the effect of home environment factors in the acquisition of early reading skills (orthographic awareness and decoding competence). To assess these factors, a sample of seventy-two (72) first grade learners (females = 55%; age range = 7–8 years) and their maternal parents (age range 26–61 years old) from low SES in Zambia's capital city, Lusaka were recruited. Parents, in response to a home literacy questionnaire, reported on …
Reading Skills, Acquisition of
Literacy programs efficacy for developing children’s early reading skills in familiar language in Zambia
This study investigated the comparative efficacy of a phonics-based reading program and a language experience approach based literacy program to develop reading skills among Zambian early childhood school learners. The learners (n = 1 986; Grade 2 level; females = 50.1%) took either the phonics-based reading program (n = 1 593) or the alternative language experience approach based program (n = 393). They were all assessed for reading skills utili…
A mobile game as a support tool for children with severe difficulties in reading and spelling
We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders ( N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter‐sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spri…
Game learning analytics for understanding reading skills in transparent writing system
Serious games are designed to improve learning instead of providing only entertainment. Serious games analytics can be used for understanding and enhancing the quality of learning with serious games. One challenge in developing the computerized support for learning is that learning of skills varies between players. Appropriate algorithms are needed for analyzing the performance of individual players. This paper presents a novel clustering‐based p…
Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India
Psychology (18 works) · Reading and Literacy Development (17 works) · Linguistics (16 works) · Literacy (11 works) · Cognitive psychology (9 works) · Developmental psychology (9 works) · Phonological awareness (9 works) · Cognition (8 works) · Dyslexia (7 works) · Mathematics education (7 works)