Heikki Lyytinen

Aktiiviset JYU-affiliaatiot

Tutkimuskuvaus

As UNESCO Chair on Inclusive Literacy Learning for All (2015-19) I focus on Graphogame research to show that this digital learning environment succeeds helping children globally to become literate, ie. to overcome biological/genetic bottlenecks and compromised opportunities to receive sufficient instruction.

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Seurantakohteet

Hankkeet, joissa vastuullinen johtaja

Julkaisut ja muut tuotokset

  

  

  

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• Editorial : Letter-sound knowledge, reading, reading comprehension and full literacy (2024) Lyytinen, Heikki; et al.; B1; OA
• Brain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy (2023) Lyytinen, Heikki; et al.; A1; OA
• Finnish Perspective on Dyslexia (2023) Lyytinen, Heikki; et al.; A3; 978-1-003-16252-0
• In search of finalizing and validating digital learning tools supporting all in acquiring full literacy (2023) Lyytinen, Heikki; et al.; A2; OA
• Suomalaispojat pulassa koulukirjojensa ymmärtämisessä (2023) Lyytinen, Heikki; D1
• Varhaislapsuus (2023) Saarinen, Aino; et al.; D2; 978-952-370-383-4
• Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India : A randomized controlled trial (2022) Patel, Priyanka; et al.; A1; OA
• Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people (2022) Eising, Else; et al.; A1; OA
• Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) Lassault, Julie; et al.; A1; OA
• Children at risk for dyslexia show deficient left-hemispheric memory representations for new spoken word forms (2021) Nora, A.; et al.; A1; OA
• Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia (2021) Gialluisi, Alessandro; et al.; A1; OA
• Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment (2021) Lyytinen, Heikki Juhani; et al.; A1; OA
• Unveiling the Mysteries of Dyslexia : Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia (2021) Lohvansuu, Kaisa; et al.; A2; OA
• A computer‐based Pinyin intervention for disadvantaged children in China : Effects on Pinyin skills, phonological awareness, and character reading (2020) Li, Yixun; et al.; A1; OA
• A mobile game as a support tool for children with severe difficulties in reading and spelling (2020) Ronimus, Miia; et al.; A1; OA