Research briefs

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

Research brief

GraphoGame Afrikaans as an Intervention Tool for Struggling Readers

By Pamela J. February

Published Jyväskylä: University of Jyväskylä, 2018, 138 (JYU Dissertations 5). http://urn.fi/URN:ISBN:978-951-39-7515-9

Research brief

GraphoGame as a Reading Acquisition Tool in Namibian Classrooms

By Pamela J. February

Published Jyväskylä: University of Jyväskylä, 2018, 138 (JYU Dissertations 5). http://urn.fi/URN:ISBN:978-951-39-7515-9

Research brief

Grade 1 Teachers’ Knowledge and Perceptions Regarding Reading Instruction

By Pamela J. February

Published Jyväskylä: University of Jyväskylä, 2018, 138 (JYU Dissertations 5). http://urn.fi/URN:ISBN:978-951-39-7515-9

Research brief

Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study from Kindergarten to Grade 3

By Minna Torppa, George K. Georgiou, Marja-Kristiina Lerkkanen, Pekka Niemi, Anna-Maija Poikkeus, & Jari-Erik Nurmi

Published Merrill-Palmer Quarterly, 2016, 62(2), 179–206. https://muse.jhu.edu/article/621824

Research brief

Early Cognitive Predictors of PISA Reading in Children with and without Family Risk for Dyslexia

By Kenneth Eklund, Minna Torppa, Sari Sulkunen, Pekka Niemi, & Timo Ahonen

Published Learning and Individual Differences, 2018, 64, 94–103. DOI: 10.1016/j.lindif.2018.04.012

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