Book contents
- Learning to Read across Languages and Writing Systems
- Learning to Read across Languages and Writing Systems
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Classification of Written Languages
- 1 Introduction
- 2 Learning to Read Chinese
- 3 Learning to Read Japanese
- 4 Learning to Read Korean
- 5 Learning to Read Kannada and Other Languages of South Asia
- 6 Learning to Read Arabic
- 7 Learning to Read Hebrew
- 8 Learning to Read Greek
- 9 Learning to Read Italian
- 10 Learning to Read French
- 11 Learning to Read Spanish
- 12 Learning to Read German
- 13 Learning to Read Dutch
- 14 Learning to Read English
- 15 Learning to Read Czech and Slovak
- 16 Learning to Read Russian
- 17 Learning to Read Finnish
- 18 Learning to Read Turkish
- 19 Epilogue: Universals and Particulars in Learning to Read across Seventeen Orthographies
- Appendix
- Index
- References
17 - Learning to Read Finnish
Published online by Cambridge University Press: 02 October 2017
By
Book contents
- Learning to Read across Languages and Writing Systems
- Learning to Read across Languages and Writing Systems
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Classification of Written Languages
- 1 Introduction
- 2 Learning to Read Chinese
- 3 Learning to Read Japanese
- 4 Learning to Read Korean
- 5 Learning to Read Kannada and Other Languages of South Asia
- 6 Learning to Read Arabic
- 7 Learning to Read Hebrew
- 8 Learning to Read Greek
- 9 Learning to Read Italian
- 10 Learning to Read French
- 11 Learning to Read Spanish
- 12 Learning to Read German
- 13 Learning to Read Dutch
- 14 Learning to Read English
- 15 Learning to Read Czech and Slovak
- 16 Learning to Read Russian
- 17 Learning to Read Finnish
- 18 Learning to Read Turkish
- 19 Epilogue: Universals and Particulars in Learning to Read across Seventeen Orthographies
- Appendix
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Learning to Read across Languages and Writing Systems , pp. 393 - 415Publisher: Cambridge University PressPrint publication year: 2017
References
Aro, M. (2004). Learning to read: The effect of orthography. Jyväskylä Studies in Education, Psychology and Social Research 237. University of Jyväskylä.Google Scholar
Aro, M. & Wimmer, H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24, 621–635.Google Scholar
Campbell, L. (1998). Historical linguistics: An introduction. Edinburgh University Press.Google Scholar
Dasinger, L. (1997). Issues in the acquisition of Estonian, Finnish, and Hungarian: A cross-linguistic comparison. In Slobin, D. I. (Ed.), The cross-linguistic study of language acquisition, Vol. IV (pp. 1–86). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Eklund, K., Torppa, M., Aro, M., Leppänen, P. & Lyytinen, H. (2014). Literacy skill development of children with familial risk for dyslexia through Grades 2, 3, and 8. Journal of Educational Psychology, 107(1), 126–140.Google Scholar
Hakulinen, A., Vilkuna, M., Korhonen, R., Koivisto, V., Heinonen, T.-R. & Alho, I. (2004). Iso Suomen kielioppi [The extensive grammar of Finnish]. Helsinki: SKS.Google Scholar
Hautala, J., Aro, M., Eklund, K., Lerkkanen, M.-K. & Lyytinen, H. (2013). The role of letters and syllables in typical and dysfluent reading in a transparent orthography. Reading and Writing, 26, 845–864.Google Scholar
Hirvonen, R., Georgiou, G. K., Lerkkanen, M.-K., Aunola, K. & Nurmi, J.-E. (2010). Task‐focused behaviour and literacy development: A reciprocal relationship. Journal of Research in Reading, 33, 302–319.Google Scholar
Holopainen, L. (2002). Development in reading and reading-related skills: A follow-up study from preschool to the fourth grade. Jyväskylä Studies in Education, Psychology and Social Research 200. University of Jyväskylä.Google Scholar
Holopainen, L., Ahonen, T. & Lyytinen, H. (2001). Predicting delay in reading achievement in a highly transparent language. Journal of Learning Disabilities, 34, 401–413.CrossRefGoogle Scholar
Holopainen, L., Ahonen, T., Tolvanen, A. & Lyytinen, H. (2000). Two alternative ways to model the relation between reading accuracy and phonological awareness at preschool age. Scientific Studies of Reading, 4, 77–100.Google Scholar
Karlsson, F. (1996). The word-forms of the Finnish noun kauppa “shop”. Retrieved from www.ling.helsinki.fi/~fkarlsso/genkau2.html.Google Scholar
Kiuru, N., Aunola, K., Torppa, M., Lerkkanen, M.-K., Poikkeus, A. M., Niemi, P., Viljaranta, J., Lyyra, A. L., Leskinen, E., Tolvanen, A. & Nurmi, J.-E. (2012). The role of parenting styles and teacher interactional styles in children’s reading and spelling development. Journal of School Psychology, 50, 799–823.Google Scholar
Korkman, M., Barron-Linnankoski, S. & Lahti-Nuuttila, P. (1999). Effects of age and duration of reading instruction on the development of phonological awareness, rapid naming, and verbal memory span. Developmental Neuropsychology, 16, 415–431.Google Scholar
Kyöstiö, O. K. (1980). Is learning to read easy in a language in which the grapheme-phoneme correspondences are regular? In Kavanagh, J. F. & Venezky, R. I. (Eds.), Orthography, reading and dyslexia (pp. 35–49). Baltimore, MD: University Park Press.Google Scholar
Lehtonen, J. (1970). Aspects of quantity in Standard Finnish. University of Jyväskylä.Google Scholar
Lehtonen, A. & Bryant, P. (2004). Length awareness predicts spelling skills in Finnish. Reading and Writing, 17, 875–890.Google Scholar
Lepola, J., Niemi, P., Kuikka, M. & Hannula, M. M. (2005). Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2. International Journal of Educational Research, 43, 250–271.Google Scholar
Lepola, J., Poskiparta, E., Laakkonen, E. & Niemi, P. (2005). Development of and relationship between phonological and motivational processes and naming speed in predicting word recognition in grade 1. Scientific Studies of Reading, 9, 367–399.Google Scholar
Leppänen, U., Aunola, K., Niemi, P. & Nurmi, J.-E. (2008). Letter knowledge predicts grade 4 reading fluency and reading comprehension. Learning and Instruction, 18, 548–564.Google Scholar
Leppänen, U., Niemi, P., Aunola, K. & Nurmi, J.-E. (2004). Development of reading skills among preschool and primary school pupils. Reading Research Quarterly, 39, 72–93.CrossRefGoogle Scholar
Leppänen, U., Niemi, P., Aunola, K. & Nurmi, J.-E. (2006). Development of reading and spelling Finnish from preschool to grade 1 and grade 2. Scientific Studies of Reading, 10, 3–30.Google Scholar
Lerkkanen, M.-K., Rasku‐Puttonen, H., Aunola, K. & Nurmi, J.-E. (2004a). The developmental dynamics of literacy skills during the first grade. Educational Psychology, 24, 793–810.CrossRefGoogle Scholar
Lerkkanen, M.-K., Rasku‐Puttonen, H., Aunola, K. & Nurmi, J.-E. (2004b). Developmental dynamics of phonemic awareness and reading performance during the first year of primary school. Journal of Early Childhood Research, 2, 139–156.Google Scholar
Lerkkanen, M.-K., Rasku‐Puttonen, H., Aunola, K. & Nurmi, J.-E. (2004c). Predicting reading performance during the first and the second year of primary school. British Educational Research Journal, 30, 67–92.Google Scholar
Lyytinen, H., Aro, M., Eklund, K., Erskine, J., Guttorm, T., Laakso, M. L., Leppänen, P. H., Lyytinen, P., Poikkeus, A. M. & Torppa, M. (2004). The development of children at familial risk for dyslexia: Birth to early school age. Annals of Dyslexia, 54, 184–220.CrossRefGoogle ScholarPubMed
Lyytinen, H., Erskine, J., Aro, M. & Richardson, U. (2007). Reading and reading disorders. In Hoff, E. & Shatz, M. (Eds.), Blackwell handbook of language development (pp. 454–474). Oxford: Blackwell Publishing.Google Scholar
Lyytinen, H., Leinonen, S., Nikula, M., Aro, M. & Leiwo, M. (1995). In search of the core features of dyslexia: Observations concerning dyslexia in the highly orthographically regular Finnish language. In Berninger, V. W. (Ed.), The varieties of orthographic knowledge (pp. 177–204). Dordrecht: Springer.Google Scholar
Lyytinen, P. (1988). Morfologiatesti: Taivutusmuotojen hallinnan mittausmenetelmä lapsille [The Morphology Test: A method for assessing children’s mastery of inflectional forms]. Reports from the Department of Psychology 298. University of Jyväskylä.Google Scholar
Lyytinen, P. & Lyytinen, H. (2004). Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia. Applied Psycholinguistics, 25, 397–411.Google Scholar
Müller, K. & Brady, S. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing, 14, 757–799.Google Scholar
Niemi, J., Laine, M. & Tuominen, J. (1994). Cognitive morphology in Finnish: Foundations of a new model. Language and Cognitive Processes, 9, 423–446.Google Scholar
Nieminen, P. (1991). Äidin ja lapsen kommunikaatio ja lapsen kielen omaksuminen [Communication of mother and child, and the language acquisition of the child]. Acta Universitatis Tamperensis Ser A, vol. 323. Tampere: Tampereen yliopisto.Google Scholar
Pääkkönen, M. (1990). Grafeemit ja konteksti: Tilastotietoja suomen yleiskielen kirjaimistosta [Graphemes and context: Statistical information of the Finnish alphabet]. Helsinki: SKS.Google Scholar
Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P. H., Poikkeus, A. M., Tolvanen, A., Torppa, M. & Lyytinen, H. (2007). Very early phonological and language skills: Estimating individual risk of reading disability. Journal of Child Psychology and Psychiatry, 48, 923–931.Google Scholar
Puolakanaho, A., Poikkeus, A. M., Ahonen, T., Tolvanen, A. & Lyytinen, H. (2003). Assessment of three-and-a-half-year-old children’s emerging phonological awareness in a computer animation context. Journal of Learning Disabilities, 36, 416–423.Google Scholar
Puolakanaho, A., Poikkeus, A. M., Ahonen, T., Tolvanen, A. & Lyytinen, H. (2004). Emerging phonological awareness differentiates children with and without familial risk for dyslexia after controlling for general language skills. Annals of Dyslexia, 54, 221–243.Google Scholar
Seymour, P. H. K., Aro, M. & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174.Google Scholar
Silvén, M., Ahtola, A. & Niemi, P. (2003). Early words, multiword utterances and maternal reading strategies as predictors of mastering word inflections in Finnish. Journal of Child Language, 30, 253–280.Google Scholar
Silvén, M., Poskiparta, E., Niemi, P. & Voeten, M. (2007). Precursors of reading skill from infancy to first grade in Finnish: Continuity and change in a highly inflected language. Journal of Educational Psychology, 99, 516–531.CrossRefGoogle Scholar
Torppa, M., Lyytinen, P., Erskine, J., Eklund, K. & Lyytinen, H. (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of Learning Disabilities, 43, 308–321.CrossRefGoogle ScholarPubMed
Torppa, M., Poikkeus, A. M., Laakso, M. L., Eklund, K. & Lyytinen, H. (2006). Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia. Developmental Psychology, 42, 1128–1142.Google Scholar
Torppa, M., Tolvanen, A., Poikkeus, A. M., Eklund, K., Lerkkanen, M.-K., Leskinen, E. & Lyytinen, H. (2007). Reading development subtypes and their early characteristics. Annals of Dyslexia, 57, 3–32.Google Scholar
United Nations Development Program (2010). Human development report. New York: Author.Google Scholar
- 16
- Cited by