Research briefs

Research brief

Why Do Children Differ in Their Development of Reading and Related Skills?

By Richard K. Olson, Janice M. Keenan, Brian Byrne, & Stefan Samuelsson

Published Scientific Studies of Reading, 18(1), 38–54. DOI: 10.1080/10888438.2013.800521

Research brief

Reading and Phonological Awareness in Africa

By Katherine J. Alcock, Damaris S. Ngorosho, & Matthew C.H. Jukes

Published Journal of Learning Disabilities, 2017, 1-10. DOI: 10.1177/0022219417728051

Research brief

Development of Reading and Writing Skills and Motivation in Preschool and Early School Years

By Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Timo Ahonen, Martti Siekkinen, Pekka Niemi, & Jari-Erik Nurmi

Published Kasvatus, 2010, 41(2), 116–128.

Research brief

Early Childhood Reading Sessions Support Reading Skills

By Marja-Kristiina Lerkkanen, Jenni Salminen, & Eija Pakarinen

Published Onnimanni, 2018, 1-2, 20-26.

Research brief

Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies

By Piret Soodla, Marja-Kristiina Lerkkanen,Pekka Niemi, Eve Kikas, Gintautas Silinskas & Jari-Erik Nurmi

Published Learning and Instruction, 2015, 38, 14–23. DOI: 10.1016/j.learninstruc.2015.02.002

Research brief

We Do Not Have Language at Our House: Disentangling the Relationship Between Phonological Awareness, Schooling, and Literacy

By K.J. Alcock, D. Ngorosho, C. Deus, & M.C.H. Jukes

Published British Journal of Educational Psychology, 2009, 80(1), 55–76. DOI:10.1348/000709909X424411

Research brief

The Role of the Home Environment in Phonological Awareness and Reading and Writing Ability in Tanzanian Primary School Children

By Damaris Ngorosho & Ulla Lahtinen

Published Education Inquiry, 2010, 1(3), 211–234. DOI: 10.3402/edui.v1i3.21943

Research brief

Reading and Writing Ability in Relation to Home Environment: A Study in Primary Education in Rural Tanzania

By Damaris Ngorosho

Published Child Indicators Research, 2011, 4, 369–388. DOI: 10.1007/s12187-010-9089-8

Research brief

Reading Outcomes of Children with Delayed Early Vocabulary: A Follow-up from Age 2–16

By Maria Psyridou, Kenneth Eklund, Anna-Maija Poikkeus, & Minna Torppa

Published Research in Developmental Disabilities, 2018, 78, 114–124. DOI: 10.1016/j.ridd.2018.05.004

Research brief

Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other – A Longitudinal Study Across Grades 1 and 9

By Minna Torppa, Kati Vasalampi, Pekka Niemi, Marja-Kristiina Lerkkanen, Asko Tolvanen, & Anna-Maija Poikkeus

Published Child Development, epub before print, 2019. DOI: 10.1111/cdev.13241

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