Pathways to math difficulties -A longitudinal study from birth to school-age

Información del proyecto

EARLYMATH

Identificador del acuerdo de subvención: 101002966

DOI

10.3030/101002966

Fecha de la firma de la CE 13 Abril 2021

Fecha de inicio 1 Septiembre 2021

Fecha de finalización 31 Agosto 2026

Financiado con arreglo a

• EXCELLENT SCIENCE - European Research Council (ERC)

Coste total

€ 1 999 608,00

Aportación de la UE

€ 1 999 608,00

Coordinado por

JYVASKYLAN YLIOPISTO
Finland

CORDIS proporciona enlaces a los documentos públicos y las publicaciones de los proyectos de los programas marco HORIZONTE.

Los enlaces a los documentos y las publicaciones de los proyectos del Séptimo Programa Marco, así como los enlaces a algunos tipos de resultados específicos, como conjuntos de datos y «software», se obtienen dinámicamente de OpenAIRE .

Publicaciones

Peer reviewed articles (13)

Early prediction of math difficulties with the use of a neural networks model

Autores: Psyridou, M., Koponen, T., Tolvanen, A., Aunola, K., Lerkkanen, M.-K., Poikkeus, A.-M., & Torppa, M.
Publicado en: Journal of Educational Psychology, 2024, ISSN 0022-0663
Editor: American Psychological Association
DOI: 10.1037/edu0000835

Reading and math skills development among Finnish primary school children before and after the COVID-19 school closure

Autores: Lerkkanen, M.-K., Pakarinen, E., Salminen, J., & Torppa, M.
Publicado en: Reading and Writing, 2022, ISSN 0922-4777
Editor: Kluwer Academic Publishers
DOI: 10.1007/s11145-022-10358-3

Developmental Profiles of Arithmetic Fluency Skills from Grades 1 to 9 and their Early Identification

Autores: Maria Psyridou; Minna Torppa; Asko Tolvanen; Anna-Maija Poikkeus; Marja-Kristiina Lerkkanen; Tuire Koponen
Publicado en: Developmental Psychology, 2023, ISSN 0012-1649
Editor: American Psychological Association
DOI: 10.31234/osf.io/cn83p

Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors

Autores: Daria Khanolainen, Maria Psyridou, Kenneth Eklund, Tuija Aro, Minna Torppa
Publicado en: Scientific Studies of Reading, Edición 28, 2024, Página(s) 485-509, ISSN 1088-8438
Editor: Lawrence Erlbaum Associates Inc.
DOI: 10.1080/10888438.2024.2346323

A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities

Autores: Tuija Aro; Reeta Neittaanmäki; Elisa Korhonen; Heli Riihimäki; Minna Torppa
Publicado en: Journal of Learning Disabilities, 2024, ISSN 0022-2194
Editor: SAGE Publications
DOI: 10.1177/00222194221150230

Developing and validating an abbreviated adult reading history questionnaire in the Finnish and Dutch contexts

Autores: Daria Khanolainen; Cara Verwimp; Jurgen Tijms; Asko Tolvanen; Jenni Salminen; Minna Torppa
Publicado en: Journal of Research in Reading, 2024, ISSN 0141-0423
Editor: Blackwell Publishing Inc.
DOI: 10.1111/1467-9817.12445

Parental influences on the development of single and co-occurring difficulties in reading and arithmetic fluency

Autores: Khanolainen, Daria; Koponen, Tuire; Eklund, Kenneth; Gerike, Georgia; Psyridou, Maria; Lerkkanen, Marja-Kristiina; Aro, Mikko; Torppa, Minna
Publicado en: Learning and Individual Differences, 2023, ISSN 1041-6080
Editor: Pergamon Press Ltd.
DOI: 10.1016/j.lindif.2023.102321

Predicting Adolescent Arithmetic and Reading Dysfluency

Autores: Tuire Koponen, Kenneth Eklund, Kaisa Aunola, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, Minna Torppa
Publicado en: Journal of Learning Disabilities, 2024, ISSN 0022-2194
Editor: SAGE Publications
DOI: 10.1177/00222194241275644

Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?

Autores: Khanolainen, Daria; Salminen, Jenni; Eklund, Kenneth; Lerkkanen, Marja‐Kristiina; Torppa, Minna
Publicado en: Reading Research Quarterly, 2023, ISSN 0034-0553
Editor: International Reading Association, Inc.
DOI: 10.1002/rrq.482

Machine learning predicts upper secondary education dropout as early as the end of primary school

Autores: Maria Psyridou, Fabi Prezja, Minna Torppa, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Kati Vasalampi
Publicado en: Scientific Reports, Edición 14, 2024, ISSN 2045-2322
Editor: Nature Publishing Group
DOI: 10.1038/s41598-024-63629-0

Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties

Autores: Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M.-K.
Publicado en: Frontiers in Education, 2021, ISSN 2504-284X
Editor: Frontiers
DOI: 10.3389/feduc.2021.725337

Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being

Autores: Minna Torppa; Tuija Aro; Kenneth Eklund; Rauno Parrila; Anna-Kaija Eloranta; Timo Ahonen
Publicado en: Reading and Writing, 2023, ISSN 0922-4777
Editor: Kluwer Academic Publishers
DOI: 10.1007/s11145-023-10461-z

Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter?

Autores: Tuija Aro, Ahmet Bilal Özbek, Minna Torppa
Publicado en: Annals of Dyslexia, 2024, ISSN 0736-9387
Editor: International Dyslexia Association
DOI: 10.1007/s11881-023-00290-8