Heikki Lyytinen

No active affiliation

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)

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

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
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
Game learning analytics for understanding reading skills in transparent writing system (2020) Niemelä, Marko, Kärkkäinen, Tommi; et al.; A1; OA
Suomen Akatemian huippuyksikköpolitiikasta lähtölaukaus maailman parantamiseen (2020) Lyytinen, Heikki; B1; OA
幼稚園年長児を対象としたひらがな音読指導の効果 [The Effect of Hiragana Reading Training for Kindergarten Children] (2020) Koide, Mei; et al.; A1
Challenges Associated with Reading Acquisition in Sub-Saharan Africa : Promotion of Literacy in Multilingual Contexts (2019) Lyytinen, Heikki; et al.; A3; OA; 978-90-04-40237-9