Kenneth Eklund
Contact search available for JYU staff members.
Web page: https://www.jyu.fi/edupsy/fi/laitokset/psykologia/en/staff/eklund-kenneth
ORCID link: http://orcid.org/0000-0003-3416-4700
Active JYU affiliations
- Faculty of Education and Psychology, Senior Lecturer
Research interests
The focus of our study has been to find predictors and precursors of dyslexia. The risk of dyslexia for a child with a parent with dyslexia is about fourfold compared to a child without family risk. One strategy for finding this kind of predictive signs is to compare the development of children in two groups: with and without family risk for dyslexia. Finding early precursors and predictors of dyslexia enables early intervention to these children and focusing these interventions to right skill domains. At the moment we already know, that it is worth trying to intervene the development of language, phonological awareness, and learning of sound-letter correspondence. New information can be utilized by parents at home, as well as staff in kindergartens and day care centers. During the last years we have focused in examining the development of reading skills in school-age. Our aim has been to find out, first, how reading skills of children with family risk and difficulties in reading acquisition developed when compared to children without reading acquisition problems, and second, whether possible reading disability is visible in all children already at early grades in school or are their children with late-emerging dyslexia. We have found first, a group with reading difficulties emerging after Grade 3, and second, a group of children whose reading skills develop to the level of their age-mates in spite of difficulties in early reading acquisition. Our results suggest that it is important to continue to follow the reading skill development after the early grades. We have also developed tools for teachers to identify children with compromised development of literacy skills. At the moment, data gathering concerning young adults is going on. Through these surveys we try to find out how family risk for dyslexia affects post-secondary education, life-satisfaction and well-being of these young adults.
Publications
- Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education (2021) Virinkoski, Riitta; et al.; A1
- Adolescents’ Academic Emotions and Academic Achievement Across the Transition to Lower Secondary School : The Role of Learning Difficulties (2020) Sainio, Petra; et al.; A1
- A mobile game as a support tool for children with severe difficulties in reading and spelling (2020) Ronimus, Miia; et al.; A1; OA
- Cognitive and non‐cognitive factors in educational and occupational outcomes : Specific to reading disability? (2020) Kortteinen, Hanna; et al.; A1
- Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency : Importance of Serial Retrieval Fluency (2020) Koponen, Tuire; et al.; A1
- Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference (2020) Manu, Mari; et al.; A1; OA
- Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being (2020) Torppa, Minna; et al.; A1; OA
- School‐entry language outcomes in late talkers with and without a family risk of dyslexia (2020) Caglar‐Ryeng, Ømur; et al.; A1; OA
- Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6 (2020) Virinkoski, Riitta; et al.; A1; OA
- The dynamics of motivation, emotion, and task performance in simulated achievement situations (2020) Kiuru, Noona; et al.; A1
- The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia (2020) Caglar-Ryeng, Ømur; et al.; A1; OA
- Varhaiset kielelliset taidot ja suvussa kulkeva lukivaikeus lukutaidon ennustamisessa : seurantatutkimus 2-vuotiaasta 15-vuotiaaksi (2020) Eklund, Kenneth; et al.; A1; OA
- Associations Between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment (2019) Aro, Tuija; et al.; A1; OA
- From abugida to alphabet in Konso, Ethiopia : The interplay between script and phonological awareness (2019) Ahlberg, Aija Katriina; et al.; A1; OA
- Lexical and grammatical development in children at family risk of dyslexia from early childhood to school entry : a cross-lagged analysis (2019) Caglar-Ryeng, Ømur; et al.; A1; OA
- Lukemaan oppimisen vaikeudet, niiden varhainen tunnistaminen ja ennaltaehkäisy (2019) Lyytinen, Heikki; et al.; A3
- Maternal Parenting Styles and Glycemic Control in Children with Type 1 Diabetes (2019) Hannonen, Riitta; et al.; A1; OA
- Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy : A Randomized Controlled Trial (2019) Puolakanaho, Anne; et al.; A1; OA
- Resolving reading disability : Childhood predictors and adult-age outcomes (2019) Eloranta, Anna-Kaija; et al.; A1; OA
- Supporting struggling readers with digital game-based learning (2019) Ronimus, Miia; et al.; A1; OA