The double deficit hypothesis in the transparent Finnish orthography: a longitudinal study from kindergarten to Grade 2

By Minna Torppa, Rauno Parrila, P. Niemi, Marja‐Kristiina Lerkkanen, Anna-Maija Poikkeus, Jari Nurmi. 2013

92 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5013f7f909633ebecef8d0f0f57677fcb47cc0bd

How researchers see this paper

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

In Cognitive Neuroscience

1. George K. Georgiou
2. Rauno Parrila
3. Minna Torppa
4. P. Niemi
5. Karin Landerl
6. Jari Nurmi

In Developmental and Educational Psychology

1. George K. Georgiou
2. Rauno Parrila
3. Jari Nurmi
4. George Manolitsis
5. Anna-Maija Poikkeus
6. Marja‐Kristiina Lerkkanen
7. Minna Torppa
8. P. Niemi

In Education

1. George K. Georgiou
2. Jari Nurmi
3. Rauno Parrila
4. Anna-Maija Poikkeus
5. George Manolitsis
6. Marja‐Kristiina Lerkkanen
7. P. Niemi
8. Minna Torppa

Citations in the corpus

• Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency (2018, background): “Although significant associations between these predictors and reading have been reported in different orthographies (e.g., Dutch: De Jong, 2011; Finnish: Torppa et al., 2013; French: Plaza & Cohen, 2007; German: Moll, Fussenegger, Willburger, & Landerl, 2009; Greek: Protopapas, Altani, & Georgiou, ”
• Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3 (2016, background): “Through these playful activities, about half of children learn to decode at least few words during the kindergarten year (Torppa et al., 2013).”