Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading

By Seija Leinonen, K. Müller, Paavo H. T. Leppänen, Mikko Aro, T. Ahonen, Heikki Lyytinen. 2001

237 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1f5a5a3493d595ac3e5ceca91485f6e8214050b1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. J. Erskine
2. Minna Torppa
3. Asko Tolvanen
4. Heikki Lyytinen
5. P. Lyytinen
6. D. Share
7. Anna-Maija Poikkeus

In Developmental and Educational Psychology

1. Minna Torppa
2. D. Share
3. P. Lyytinen
4. Anna-Maija Poikkeus
5. Heikki Lyytinen
6. Asko Tolvanen
7. J. Erskine
8. Jarmo A. Hämäläinen

In Education

1. D. Share
2. Heikki Lyytinen
3. Minna Torppa
4. Asko Tolvanen
5. P. Lyytinen
6. Anna-Maija Poikkeus

Citations in the corpus

• Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia (2004, background): “The assessment of the parents of the DR children comprised reading/spelling, phonological, and orthographic processing (Leinonen et al., 2001; for subgroups, see Lyytinen et al., 1995).”
• Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia (2006, methodology): “The degree of individual variation and overlap with regard to the deficits displayed by dyslexic individuals has made the categorical separation of distinct patterns difficult ( Leinonen et al., 2001; see Erskine & Seymour, 2005, for their Cognitive Mosaic Model).,In addition, the parents were scre”
• Writing System Variation and Its Consequences for Reading and Dyslexia (2018, unknown): “It is not surprising, therefore, that the surface/phonological typology has garnered little support beyond English (see, e.g., Genard et al., 1998; Ho, Chan, Chung, Lee, & Tsang, 2007; Leinonen et al., 2001; Shany & Share, 2011; Sprenger-Charolles, Siegel, Jimenez, & Ziegler, 2011; Zoubrinetzky, Bie”
• On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “…addition, Stanovich and Siegel (1994) found that dyslexics have more severe difficulties with pseudoword tasks requiring overt pronunciation than with pseudoword tasks requiring only implicit decoding, such as R. K. Olson et al.’s (1985) phonological judgment task (see also Leinonen et al., 2001).”
• Psychophysiology of developmental dyslexia: a review of findings including studies of children at risk for dyslexia (2005, result): “Thus, as shown by our results (Leinonen et al., 2001), some strategic choices concerning reading habits may substantially affect the outcome.”