Understanding risk and protective factors in reading development from birth to adulthood: A multifactorial framework
Main funder
Funder's project number: 313768
Funds granted by main funder (€)
- 78 109,00
Funding program
Project timetable
Project start date: 01/09/2017
Project end date: 31/12/2019
Summary
Becoming a skilled reader is an important prerequisite for full participation in the modern societies. Skilled reading involves both the ability to decode print and to comprehend the meaning conveyed by print accurately and efficiently. A substantial proportion of the population, however, experience difficulties in decoding, in reading comprehension or in both (e.g., Catts, et al., 2003; Torppa et al., 2007b). Spelling difficulties are also typical in RD, particularly for decoding RD/dyslexia (e.g. Vellutino et al., 2004). Research on these problems has been intensive. However, the bulk of it has been focused on cognitive precursors of literacy acquisition and components of poor reading. Much less is known about the intertwined development of reading skills beyond early grades, their risk and protective factors, and their links to adjustment and adult outcomes. Better understanding is needed for both developmental theory-building and planning of effective early prevention programs.
My project (Finnish academy research fellow 1.9.2014-31.8.2018) focuses on the risk and protective factors in the development of reading in a particularly long time window spanning from birth to adulthood. In addition to the typical cognitive reading research framework, the present proposal utilizes a broader multifactorial approach including also motivation and adjustment factors, as well as examination of both genetic effects and environmental effects. This project builds upon existing large-scale projects that involve a strong group of collaborators from multiple disciplines. This application is for continuation project funding 1.9.2017-31.8.2018.
My project (Finnish academy research fellow 1.9.2014-31.8.2018) focuses on the risk and protective factors in the development of reading in a particularly long time window spanning from birth to adulthood. In addition to the typical cognitive reading research framework, the present proposal utilizes a broader multifactorial approach including also motivation and adjustment factors, as well as examination of both genetic effects and environmental effects. This project builds upon existing large-scale projects that involve a strong group of collaborators from multiple disciplines. This application is for continuation project funding 1.9.2017-31.8.2018.
Principal Investigator
Primary responsible unit
Follow-up groups
Profiling area: Multidisciplinary research on learning and teaching (University of Jyväskylä JYU) MultiLeTe; School of Wellbeing (University of Jyväskylä JYU) JYU.Well
Related publications and other outputs
1 of 2
- Early prediction of math difficulties with the use of a neural networks model (2024) Psyridou, Maria; et al.; A1; OA
- Machine learning predicts upper secondary education dropout as early as the end of primary school (2024) Psyridou, Maria; et al.; A1; OA
- Developmental profiles of arithmetic fluency skills from grades 1 to 9 and their early identification (2023) Psyridou, Maria; et al.; A1; OA
- Development of silent reading fluency and reading comprehension across grades 1 to 9 : unidirectional or bidirectional effects between the two skills? (2023) Psyridou, Maria; et al.; A1; OA
- Reading Difficulties Identification : A Comparison of Neural Networks, Linear, and Mixture Models (2023) Psyridou, Maria; et al.; A1; OA
- Long-term effects of the home literacy environment on reading development : Familial risk for dyslexia as a moderator (2022) Torppa, Minna; et al.; A1; OA
- Longitudinal Stability of Reading Difficulties : Examining the Effects of Measurement Error, Cut-Offs, and Buffer Zones in Identification (2020) Psyridou, Maria; 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
- Does health literacy explain the link between structural stratifiers and adolescent health? (2019) Paakkari, Leena; et al.; A1
- Early prediction of reading trajectories of children with and without reading instruction in kindergarten : a comparison study of Estonia and Finland (2019) Torppa, Minna; et al.; A1; OA
