Program
Abstracts – read full abstracts here
Ilmoittautuminen tapahtumaan / Registration here
Ohjelma pdf-muodossa/Program in pdf format
Omakustanteinen illanvietto torstaina 5.10. alkaen klo 19, Jalo Klubi, Sokos Hotel Alexandra
https://koju.nmi.fi/alustava-imoittautuminen-illanviettoon-registration/
| to 5.10.2023 | Liikuntarakennus, Seminaarimäen kampus, Jyväskylän yliopisto, Keskussairaalantie 4, 40600 Jyväskylä | ||
| L304 | 12.00 Welcome words, Jarkko Hautala | ||
| 12-13 Keynote, Minna Peltopuro: Borderline Intellectual Functioning: Addressing the Challenges of Societal Recognition and Support. | |||
| 13.05-14.30 L302 Session 1 – Learning development, chair Jarkko Hautala | 13.05-14.30 L303 Session 2 – Math and cognitive functions, chair Tuire Koponen | ||
| Airi Hakkarainen, Tuire Koponen, & Mikko Aro: Developmental trajectories of addition, subtraction and reading fluency in Grades 1–3 | Riikka Mononen, Johan Korhonen ja Markku Niemivirta: Matematiikkaspesifit ja yleiset kognitiiviset taidot laskusujuvuuden kehityksen ennustajina – sukupuolen vaikutus | ||
| Ann-Katrine Risberg, Minna Torppa, Anna Widlund, Ulrika Wolff & Paula Salmi: Cognitive skills related to reading and spelling development from Grade1 to Grade 7 | Pinja Jylänki, Anssi Vanhala, Arja Sääkslahti & Pirjo Aunio: Organized sports participation as a predictor for executive functions and early numeracy in preschoolers | ||
| Natalia Stalchenko, Anna Widlund, Ritva Ketonen, and Pirjo Aunio: Longitudinal relations between family background and early language performance | Elena Liikanen, Heidi Hellstrand, Terhi Vessonen, Pirjo Aunio and Anu Laine: Developing an assessment tool for mathematical problem-solving skills of elementary school students -Preliminary results of a pilot study | ||
| 14.30-15.30 coffee break | Posters L301 A Yläaula | ||
| 15.30-16.30 L302 Session 3 – Serious games for reading instruction, chair Ritva Ketonen | 15.30-16.30 L303 Session 4 – Arithmetic skills in children and adults, chair Henrik Husberg | ||
| Deepti Bora: Effectiveness of GraphoLearn and GraphoLearn-aligned phonics instruction: Findings from a randomised control trial in India | Vessonen, T., Dahlberg, M., Hellstrand, H., Widlund, A., Söderberg, P., Korhonen, J., Aunio, P. & Laine, A.: Individual Characteristics Associated With Elementary School Children’s Mathematical Word Problem Solving Skills: A Systematic Review and Meta-Analysis | ||
| Heikki Lyytinen: In search for instructing all children in the world to acquire full literacy, | Hellstrand, H., Korhonen, J., Hakkarainen, A., Aunio, P., Laine, A., & Räsänen, P.: The relationship between affective factors and basic numeracy skills in pre-service teachers | ||
| 16.30-16.40 break | Posters L301 A Yläaula | ||
| 16.40-18.00 L302 Session 5 – Reading difficulty and its support, chair Paula Salmi | 16.40-18.00 L303 Session 6 – Math anxiety and brain responses, chair Heidi Hellstrand | ||
| Jarkko Hautala, Roosa Karhunen, Enni Junttila, Miia Ronimus: Effectiveness of Reader’s Theater programs in special education: Summary of ReadDrama -project findings | Daria Khanolainen, Evgenia-Peristera Kouki, Minna Torppa, & Timothy C. Papadopoulos: Predictors of Mathematical Skills and Related Anxiety during School Age: Cross-Country Comparative Study | ||
| Miia Ronimus: The Role of Achievement Emotions in Reading Difficulties | Johan Korhonen, Bert Jonsson, Anna Widlund, Jonatan Finell, Ellen Sammallahti, Riikka Mononen: Reliability and validity of the mathematics anxiety rating scale in Finnish, Swedish, and Finnish-Swedish grade four students | ||
| Maria Niskakoski & Jonna Kulju: Monikielisen opiskelijan tuen tarpeiden tunnistaminen, ohjaus ja tuki lukiossa | Ariane Tretow, Daria Khanolainen, Jarmo A. Hämäläinen, Minna Torppa, JLD team & Paavo H.T. Leppänen: Associations between brain responses to speech and home literacy in familial risk for dyslexia | ||
| Omakustanteinen illanvietto torstaina 5.10. alkaen klo 19, Jalo Klubi, Sokos Hotel Alexandra https://koju.nmi.fi/alustava-imoittautuminen-illanviettoon-r | |||
| pe 6.10.2023 | Liikuntarakennus, Seminaarimäen kampus, Jyväskylän yliopisto | ||
| L304 | Welcome words, Paavo Leppänen | ||
| 9-10 Keynote, Riikka Korja: Child’s developmental pathways affecting learning and well-being | |||
| 10.05-11.30 L302 Session 7 – Lukemisen arviointi ja tuki, chair Jarkko Hautala | 10.05-11.30 L303, Session 8 – Kielellinen arviointi ja tuki varhaiskasvatuksessa, chair Päivi Merjonen | ||
| Riikka Heikkilä, Pirita Korpivaara ja Maria Niskakoski: Lukitaitojen kokonaisvaltainen arviointi tukitoimien suunnittelun ja seurannan pohjana | Terhi M. Helminen, Kaisa Peltomaa, Matti Luume, Narda Ortila, Katariina Sarlund ja Katja Nivala: ESKO siili – ryhmät esiopetusikäisten lasten kielellisten ja motivationaalisten lukivalmiuksien tukemisessa | ||
| Veera Kivijärvi: Opettajien ja oppilaiden kokemuksia lukemisen apuvälineistä | Janne Lepola: Satukeskusteluun osallistamisen merkitys päiväkodin lukuhetkissä: Lasten sitoutuminen ja kielellinen osallistuminen tukevat kuullun ymmärtämisen kehitystä | ||
| Jenni Ruotsalainen, Laura Kanniainen, Carita Kiili, Minna Torppa & Leena Paakkari: Kriittinen lukutaito ja kodin lukuympäristö 4., 6. ja 8. luokalla | Eija Väisänen, Natalia Stalchenko & Pirjo Aunio: Päiväkoti-ikäisen lapsen kielellisten taitojen arviointi opettajan havainnoinnin perusteella | ||
| 11.30-12.15 Lunchbreak | Posters L301 A Yläaula | ||
| 12.15-14.00 L302 Session 9 – Achievement and well-being, chair Jaana Viljaranta | 12.15-14.00 L303 Session 10 – Executive functions and attentional difficulties, chair Riikka Heikkilä | ||
| Markku Niemivirta, Antti-Tuomas Pulkka, Anna Tapola, Heta Tuominen: The what and why of goals in achievement context: Predictions on study-related well-being | Sini Teivaanmäki, Liisa Klenberg: Decreases in Child Aggressive and Oppositional Behavior Mediate the Effects of the ENGAGE Intervention on Parenting Stress | ||
| Heta Tuominen, Emmi Rasa, Emmi Kujala, Jaana Viljaranta, & Markku Niemivirta: School engagement and burnout profiles in upper secondary school: Associations with perceived learning difficulties | Anssi Vanhala, Faculty of Educational Sciences, University of Helsinki: Developmental Relations between Motor Skills and Executive Functions in Preschoolers | ||
| Päivi Merjonen, Julia Turok, Adrienn Jalonen: Pelaa fiksusti -hankkeen esittelyä ja alustavia tuloksia ryhmätoiminnasta | Iines Palmu: ADHD-symptoms and transition to middle school: the effects of academic and social adjustment |
https://koju.nmi.fi/alustava-imoittautuminen-illanviettoon-registration/
Posterit / posters
Henrik Husberg, Project manager: Applying Individual Behaviour Support in Finnish and Greece Schools: Single Case Experimental Study
In this study, teachers applied individual behavioural support as a part of School-Wide Positive Behaviour Interventions and Support (SWPBIS). Participating schools (n=8) from Finland and Greece have developed their SWPBIS practices, defined behavioural expectations, and trained teachers to use positive behaviour-specific praise. This study reports intensified Check in Check out (CICO) intervention of six matched pairs from Finland and Greece, primarily students with aggressive, noisy, impulsive, and hyperactive behaviour. Baseline and intervention data were collected and evaluated in a series of single-subject AB designs. Teachers used daily report cards (DRC) to assess students’ behaviour. The triangulation of analysis methods was conducted as we used both visual and statistical analyses for both within and between individual differences. According to visual analysis, the intervention was effective for nine out of twelve students, and the Tau-U analysis confirmed the individual effects on five of them. However, the overall Tau-U meta-analysis with all participants showed a moderately significant effect. Social validity and fidelity ratings indicate good usability among teachers in both countries. These encouraging results suggest that intensified CICO support can be effectively used in SWPBIS schools also in European cultural contexts.”
Kiril Shenouda Khalil, Senior Full Stack Developer: ReRead Neural Network Project
Formal theories have long represented visual word recognition as associate activity of connectionist neural networks. In these models input letter string first activates letter nodes at first layer, followed by activation of lexical word unit at subsequent layer. Our research objectives were to 1) replicate state-of-the art model (Dandurand et al., 2013) with modern technological implementation, and 2) to study whether the model is able to simulate word recognition in a transparent orthography and morphologically complex Finnish language.
The model consists of two stages. The first stage is given a location specific seven-character word as an input where the position of the word aims to replicate the effects of visual acuity and crowding effects. The positioning is achieved using 6 ‘#’ -signs to shift the positions of the input word (#####ABILITY# vs #ABILITY#####). These inputs are one hot encoded one character at a time before they are fed to the first stage of the neural network. The output of the first stage is a word centered representation of these characters (positional markings removed) which then are fed as an input to the second stage. The second stage produces lexical outputs based on the given input in reference to the training data it has been trained with. The neural network was written in Python using TensorFlow and Keras libraries and NumPy for managing data. The source code will be released publicly at a later date.
According to the results, the model closely replicates the Dandurand et al.’s (2013) results by being capable to differentiate many types of nonwords from real words. However, like humans, it often fails to detect transposed letter items ( e.g. ABIILTY) as nonwords. We will also present preliminary results from simulations with Finnish words. We will also present plans to develop the model further.”
Ritva Ketonen, yliopistonlehtori: eTale Africa eLearning environment -support for teaching children to read in local languages in Zambia, Tanzania, Kenya and Namibia (1/2018 – 3/2023)
Lisa Hintermeier Doctoral Researcher, M.Sc. “A Computer-based Syllable- and Morpheme Training for Children suffering
from Reading Difficulties
The present study investigates the effectiveness of “Sanajuna” – an innovative, computer-based intervention targeted at Finnish-speaking children requiring additional support for their reading fluency skills. The overall aim of the training is to make beginning readers aware of sublexical units (i.e., syllables and morphemes) within words. Using a single-subject multiple-baseline across participants design, we aim at investigating the potential of training the recognition of these sublexical units in enhancing children’s reading fluency skills.
10 Finnish-speaking students in grades two and three from primary schools located in Central Finland participated in the study. The participants completed nine game-training sessions, complemented by three conventional offline training sessions. By analyzing participants’ word reading times which were consistently measured during both baseline and intervention phases, as well as various reading assessments administered pre- and post intervention, this study seeks to offer initial insights into the effectiveness of training sublexical units recognition for improving reading fluency.”
Sara Huotari, Kasvatustieteen maisteri: “The Role of Quantity Naming for Arithmetic and Reading Fluency
Recent studies have shown that arithmetic and reading skills share some cognitive factors as predictors, and rapid automatized naming (RAN) has been proposed as one of the most potential predictors of fluency in both academic domains. Some earlier studies have proposed that the relation between mathematical learning disabilities and deficits in naming skills may be specific for numeric RAN, while other studies suggest that the relation is domain-general. According to the triple-code theory, the magnitude representation is the semantic form of numbers, which can be viewed as a central skill for understanding numbers and calculations. The aim of this study is to clarify the relationship between different RAN tasks and, especially, the rapid naming of small quantities (1-4).
This study evaluated the structural validity of the quantity naming task and examined the role of quantity naming for arithmetic and reading fluency within the population-based sample (802 Finnish children from Grades 3-6). Exploratory factor analysis was conducted to evaluate the relations between traditional RAN tasks (colors, objects, digits, letters) and the rapid naming of quantities. The results showed that the quantity naming task was associated with both alphanumeric and non-alphanumeric RAN factors. Thus, including this task as one of the components of RAN assessment tools is suggested. In addition, the performance in the quantity naming task was significantly related to the performance in both arithmetic and reading fluency tasks, and the quantity naming explained a larger portion of the variance in arithmetic fluency compared to the other individual RAN tasks. The findings emphasize the important role of efficient access and processing magnitude representations in arithmetic fluency, even at the ages of 9-13, and deficits in quantity naming should be studied as potential predictors of dyscalculia. The results are discussed from the viewpoint of the triple-code theory.”
Julia Turok, psykologi: “Pelaa fiksusti – erityislasten digitaalinen hyvinvointi: ryhmätoiminnan esittelyä ja palautetta ryhmistä
Pelaa fiksusti -hankkeessa kehitetään toimintamalli ennaltaehkäisemään erityislasten liiallista pelaamista ja älylaitteiden käytön haittavaikutuksia sekä tukemaan niiden järkevää käyttöä. Toimintamallin avulla vanhemmat voivat ohjata lapsen digipelaamista sekä huolehtia monipuolisesta arjesta. Tavoitteena on, että erityislasten digitaalinen hyvinvointi paranee ja perheitä kuormittava arki helpottuu, koska liiallisen pelaamisen aiheuttamat ongelmat vähenevät. Kohderyhmänä ovat alakouluikäiset lapset, joilla on hermoston kehityksellisiä häiriöitä (ADHD, autismikirjon häiriöitä, oppimisvaikeuksia) sekä heidän perheensä. Ryhmä- ja vertaistukiryhmätoiminnassa ohjataan lapsia ja vanhempia pelaamiseen liittyviin uusiin toimintatapoihin ja struktuurin luomiseen arjessa. Materiaalit ja toimintamalli siirretään perheiden, koulujen sekä järjestöjen käyttöön hankkeen lopuksi.
Pelaa fiksusti -hanke on kolmivuotinen STEA:n rahoittama hanke, jossa ensimmäiset ryhmät alkoivat syksyllä 2022. Tähän mennessä 13 viikkoa kestäviä ryhmiä on ollut kolme ja niihin on osallistunut yhteensä 15 perhettä. Lasten ja vanhempien ryhmät kokoontuvat samaan aikaan kahdeksan kertaa lukukauden aikana ja lisäksi lapsille on viisi erityisliikuntaryhmäkertaa. Vanhempien ryhmissä on asiantuntija-alustuksia sekä keskustelua ja vertaistukea. Lasten ryhmissä pelataan, askarrellaan ja keskustellaan ja aiheiden käsittelyn lähestymistapa on toiminnallisempi kuin vanhempien ryhmissä. Ryhmien aiheina on tutustuminen ja pelit tutuksi, pelikasvatus ja turvallinen mediakäyttö, omat voimavarat ja jaksaminen, pelaaminen ja sosiaaliset suhteet, tunteet ja pelaaminen, perheen yhteiset säännöt ja arjen struktuuri, lapsen itsesäätelyn tukeminen sekä palaute ja lasten tekemän lautapelin pelaaminen yhdessä. Varsinaiseen ryhmään osallistumisen jälkeen perheillä on mahdollisuus osallistua vertaistukiryhmään seuraavana lukukautena, jossa on viisi ryhmäkertaa vanhemmille ja lapsille sekä viisi erityisliikuntaryhmäkertaa lapsille. Ryhmissä pyritään ylläpitämään aiemmin opittuja taitoja fiksusta pelikäyttäytymisestä sekä löytämään ratkaisuja vastaan tuleviin haastaviin tilanteisiin.
Pääsääntöisesti osallistujat ovat olleet tyytyväisiä ryhmätoimintaan. Vanhempien ryhmätoimintaantyytyväisyyden keskiarvo oli 4,19 (vastausasteikko 1-5 seitsemän väittämää) ja lasten keskiarvo oli 4,14 kysymykseen, kuinka mielelläsi kävit ryhmissä (vastausasteikko 1-5). Vanhemmat raportoivat, että 11/15 perheessä on keskusteltu pelaamisesta, 11/15 perheessä vanhempi sai varmuutta pelikasvatusasioihin, 8/15 perheessä tuli muutoksia lapsen liikunnan määrässä tai liikuntamotivaatiossa, 8/15 lapsen pelikäyttäytymisessä on tapahtunut muutoksia ja 5/15 perheessä on alettu käyttää arkea strukturoivia keinoja.”
Ying Mei, Master: “General anxiety and reading anxiety in dyslexia: behavioral, neural, and psychophysiological research
Individuals with reading difficulties often exhibit higher anxiety levels than their peers without such difficulties. This elevated anxiety has the potential to disrupt essential cognitive functions such as attention, working memory, and information processing, which are crucial components for reading and learning, particularly in the context of reading difficulties. However, our current comprehension of the mechanism underpinning anxiety within the domain of reading difficulties remains largely limited. This anxiety manifests as both general anxiety, extending beyond specific contexts, and reading-specific anxiety, induced by reading tasks. Excessive general anxiety might not only hinder daily functioning among those with reading disabilities, impacting social interactions and learning outcomes but could also escalate into a clinically significant anxiety disorder. Conversely, reading-specific anxiety entails an acute experience of tension, apprehension, and unease during reading tasks, potentially encumbering reading proficiency and eroding self-assuredness. Efforts aimed at unraveling the complex interplay of anxiety in individuals with reading difficulties stand to enrich our understanding of their emotional landscape, while simultaneously providing a theoretical basis for the formulation of targeted intervention strategies. The present study has three focuses: firstly, it employs a generalization paradigm coupled with Electroencephalogram (EEG) measurements to delve into the behavioral and neural underpinnings of general anxiety among adults with and without reading difficulties; Secondly, it employs challenging reading tasks alongside heart rate (HR) and skin conductance response (SCR) measurements to probe the psychophysiological facets of reading-related anxiety; finally, to explore the interrelationship between reading-specific anxiety and general anxiety in individuals with and without reading difficulties.”
Yalin Sun, doctoral researcher: “Masked Priming Effects on Metaphor Comprehension in Chinese English Learners: An ERP Study
Metaphors require the comprehension of meaning that goes beyond the literal interpretation. However, the mechanism behind metaphor processing remains controversial. Masked priming has been utilized in experimental studies on metaphor comprehension to explore how the brain processes metaphorical language and differentiates between literal and metaphorical interpretations. This study aimed to investigate how metaphors are decoded when target words are preceded by masked primes, using event-related brain potentials (ERPs) to examine metaphor processing in Chinese-English learners (EFLs). Participants were asked to judge the sensibility of metaphors presented with various masked primes (metaphorical primes/literal primes/unrelated primes). For Chinese metaphors, a parameter-free cluster permutation analysis of brain responses revealed larger negative amplitudes in the left temporo-occipital areas within the 240-280 ms time window for metaphors with metaphorical primes compared to those with literal primes. Similarly, for English metaphors, significant priming effects were observed within the central brain area within the 400-550 ms time window, characterized by larger LPC positive amplitudes for metaphors with metaphorical primes. These findings demonstrate that metaphorical masked primes facilitate metaphor processing in both native (L1) and second language (L2) learners, likely due to increased automatic activation during early-stage processing.”