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

Informacje na temat projektu

EARLYMATH

Identyfikator umowy o grant: 101002966

DOI

10.3030/101002966

Data podpisania przez KE 13 Kwietnia 2021

Data rozpoczęcia 1 Września 2021

Data zakończenia 31 Sierpnia 2026

Finansowanie w ramach

• EXCELLENT SCIENCE - European Research Council (ERC)

Koszt całkowity

€ 1 999 608,00

Wkład UE

€ 1 999 608,00

Koordynowany przez

JYVASKYLAN YLIOPISTO
Finland

CORDIS oferuje możliwość skorzystania z odnośników do publicznie dostępnych publikacji i rezultatów projektów realizowanych w ramach programów ramowych HORYZONT.

Odnośniki do rezultatów i publikacji związanych z poszczególnymi projektami 7PR, a także odnośniki do niektórych konkretnych kategorii wyników, takich jak zbiory danych i oprogramowanie, są dynamicznie pobierane z systemu OpenAIRE .

Publikacje

Other (6)

Resilience Mechanisms in Arithmetic: Identification of Promotive and Protective Factors

Autorzy: Maria Psyridou, Tuire Koponen, Minna Torppa, Rebecca Bull, Marja-Kristiina Lerkkanen
Opublikowane w: submitted, now OSF, 2024
Wydawca: OSF
DOI: 10.31234/osf.io/ydrcp

Reading Anxiety’s Longitudinal Associations With Reading Skills and Reading Interest From Second to Third Grade

Autorzy: Shengyun Cui, Daria Khanolainen, Tuire Koponen, Jenni Salminen, Minna Torppa
Opublikowane w: 2026
Wydawca: Center for Open Science
DOI: 10.31234/osf.io/2gn56_v2

Understanding Reading Development: The Interplay of Fluency, Engagement, and Reading Anxiety in Early Grades

Autorzy: Andrea Salins, Daria Khanolainen, Serje Robidoux, Maria Psyridou, Jenni Salminen, Minna Torppa
Opublikowane w: submitted, now OSF, 2026
Wydawca: Center for Open Science
DOI: 10.31234/osf.io/evnct_v1

Longitudinal Associations between Home Math Environment, Parental Math Skills and Children’s Arithmetic Fluency

Autorzy: Lotta Sieppi, Daria Khanolainen, Eija Räikkönen, Elsje van Bergen, Jenni Salminen, Tuire Koponen, Minna Torppa
Opublikowane w: submitted, now OSF, 2026
Wydawca: OSF
DOI: 10.31234/osf.io/dt647_v1

The Interplay between Math and Reading Anxiety and Academic Skills in Primary School: A Longitudinal Study

Autorzy: Marek Matouš Bula, Daria Khanolainen, Tuire Koponen, Riikka Sorvo, Minna Torppa
Opublikowane w: submitted, now OSF, 2025
Wydawca: OSF
DOI: 10.31234/osf.io/jwh6m_v1

Newborn infants show neural sensitivity to changes in auditorily presented numerical information

Autorzy: Kaisa Lohvansuu, Jarmo Hamalainen, Tiina Parviainen, Hanna-Maija Lapinkero, Daniel Ansari, Bert De Smedt, Minna Torppa, Tuire Koponen
Opublikowane w: 2026
Wydawca: Center for Open Science
DOI: 10.31234/osf.io/6ndur_v1

Peer reviewed articles (19)

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

Autorzy: Psyridou, M., Koponen, T., Tolvanen, A., Aunola, K., Lerkkanen, M.-K., Poikkeus, A.-M., & Torppa, M.
Opublikowane w: Journal of Educational Psychology, 2024, ISSN 0022-0663
Wydawca: 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

Autorzy: Lerkkanen, M.-K., Pakarinen, E., Salminen, J., & Torppa, M.
Opublikowane w: Reading and Writing, 2022, ISSN 0922-4777
Wydawca: 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

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

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

Autorzy: Daria Khanolainen, Maria Psyridou, Kenneth Eklund, Tuija Aro, Minna Torppa
Opublikowane w: Scientific Studies of Reading, Numer 28, 2024, Strona(/y) 485-509, ISSN 1088-8438
Wydawca: Lawrence Erlbaum Associates Inc.
DOI: 10.1080/10888438.2024.2346323

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

Autorzy: Tuija Aro; Reeta Neittaanmäki; Elisa Korhonen; Heli Riihimäki; Minna Torppa
Opublikowane w: Journal of Learning Disabilities, 2024, ISSN 0022-2194
Wydawca: SAGE Publications
DOI: 10.1177/00222194221150230

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

Autorzy: Daria Khanolainen; Cara Verwimp; Jurgen Tijms; Asko Tolvanen; Jenni Salminen; Minna Torppa
Opublikowane w: Journal of Research in Reading, 2024, ISSN 0141-0423
Wydawca: 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

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

Development of brain responses to speech sounds and associations with reading and reading related skills in adults with childhood dyslexia

Autorzy: Aino Sorsa, Ariane Tretow, Weiyong Xu, Georgia Gerike, Kaisa Lohvansuu, Jarmo A. Hämäläinen, Paavo H.T. Leppänen
Opublikowane w: International Journal of Psychophysiology, Numer 222, 2026, Strona(/y) 113339, ISSN 0167-8760
Wydawca: Elsevier BV
DOI: 10.1016/j.ijpsycho.2026.113339

Longitudinal associations between parental depressive symptoms and child behavior: A random intercept cross-lagged panel model.

Autorzy: Zhiyang Feng, Asko Tolvanen, Minna Torppa, Marja-Kristiina Lerkkanen, Kenneth Eklund, Eija Pakarinen
Opublikowane w: Developmental Psychology, 2026, ISSN 0012-1649
Wydawca: American Psychological Association
DOI: 10.1037/dev0002155

Predicting Adolescent Arithmetic and Reading Dysfluency

Autorzy: Tuire Koponen, Kenneth Eklund, Kaisa Aunola, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, Minna Torppa
Opublikowane w: Journal of Learning Disabilities, 2024, ISSN 0022-2194
Wydawca: 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?

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

Experienced Protective Factors While Growing up With Reading Disability

Autorzy: Tuija Aro, Mari-Lotta Rossi, Leena Paakkari, Minna Torppa
Opublikowane w: Learning Disability Quarterly, Numer 48, 2026, Strona(/y) 173-187, ISSN 0731-9487
Wydawca: Council for Learning Disabilities
DOI: 10.1177/07319487241302309

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

Autorzy: Maria Psyridou, Fabi Prezja, Minna Torppa, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Kati Vasalampi
Opublikowane w: Scientific Reports, Numer 14, 2024, ISSN 2045-2322
Wydawca: 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

Autorzy: Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M.-K.
Opublikowane w: Frontiers in Education, 2021, ISSN 2504-284X
Wydawca: Frontiers
DOI: 10.3389/feduc.2021.725337

Associations Between Children’s Literacy Skills and Home Literacy Environment Factors in a Low-Income Context

Autorzy: Deepti Bora, Jenni Ruotsalainen, Anna-Maija Poikkeus, Minna Torppa
Opublikowane w: International Journal of Early Childhood, 2026, ISSN 0020-7187
Wydawca: Irish University Press
DOI: 10.1007/s13158-026-00498-w

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

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

Directional associations in reading and arithmetic fluency development across grades 1 to 9: A random intercept cross-lagged panel model.

Autorzy: Maria Psyridou, Asko Tolvanen, Tuire Koponen, Kaisa Aunola, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Minna Torppa
Opublikowane w: Developmental Psychology, Numer 61, 2025, Strona(/y) 1196-1209, ISSN 0012-1649
Wydawca: American Psychological Association
DOI: 10.1037/dev0001944

Role of home math environment in the intergenerational transmission of math skills

Autorzy: Minna Torppa, Maria Psyridou, Daria Khanolainen, Tuire Koponen, Jenni Salminen
Opublikowane w: Learning and Instruction, Numer 97, 2025, Strona(/y) 102080, ISSN 0959-4752
Wydawca: Pergamon Press Ltd.
DOI: 10.1016/j.learninstruc.2025.102080

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

Autorzy: Tuija Aro, Ahmet Bilal Özbek, Minna Torppa
Opublikowane w: Annals of Dyslexia, 2024, ISSN 0736-9387
Wydawca: International Dyslexia Association
DOI: 10.1007/s11881-023-00290-8