Heikki Lyytinen

Contact search available for JYU staff members.

Active JYU affiliations

Department of Psychology, Professor, Emeritus

Research interests

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.

Fields of science

515 Psychology (Social sciences)

Follow-up groups

Psychology (Department of Psychology PSY) PSY

Projects as Principal investigator

COST Action IS1401 meeting
- European Commission
01/01/2017-31/08/2017
All Children Reading: A Grand Challenge for Development Project
- World Vision Inc.
01/08/2015-31/03/2017

Publications and other outputs

1 of 20

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