Lista de obras - Kenneth Eklund - Dominio Público Uruguay

A mobile game as a support tool for children with severe difficulties in reading and spelling

artículo científico publicado en 2020

Adolescents’ Academic Emotions and Academic Achievement Across the Transition to Lower Secondary School: The Role of Learning Difficulties

artículo científico publicado en 2020

Associations Between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment

scientific article published on 18 May 2018

Brain event-related potentials (ERPs) measured at birth predict later language development in children with and without familial risk for dyslexia.

artículo científico publicado en 2005

Brain responses to changes in speech sound durations differ between infants with and without familial risk for dyslexia

artículo científico publicado en 2002

Children’s Shyness Moderates the Associations between Parenting Behavior and the Development of Children’s Pro-Social Behaviors

Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency

artículo científico publicado en 2019

Cognitive and non-cognitive factors in educational and occupational outcomes-Specific to reading disability?

artículo científico publicado en 2020

Cognitive predictors of counting skills

artículo científico publicado en 2018

Cortical responses of infants with and without a genetic risk for dyslexia: I. Age effects

artículo científico publicado en 1999

Cortical responses of infants with and without a genetic risk for dyslexia: II. Group effects

artículo científico publicado en 1999

Counting and RAN: Predictors of arithmetic calculation and reading fluency

artículo científico publicado en 2013

Counting and rapid naming predict the fluency of arithmetic and reading skills

Cry characteristics of 172 healthy 1-to 7-day-old infants

artículo científico publicado en 2002

Development of children at familial risk for dyslexia before school age

artículo científico publicado en 2004

Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education

artículo científico publicado en 2021

Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency

artículo científico publicado en 2008

Developmental pathways of children with and without familial risk for dyslexia during the first years of life.

artículo científico publicado en 2001

Early Identification and Prevention of Dyslexia: Results from a Prospective Follow-up Study of Children at Familial Risk for Dyslexia

Early cognitive predictors of PISA reading in children with and without family risk for dyslexia

artículo científico publicado en 2018

Early communicative gestures and play as predictors of language development in children born with and without family risk for dyslexia

artículo científico publicado en 2014

Early language and behavioral regulation skills as predictors of social outcomes.

artículo científico publicado en 2012

Early markers of language delay in children with and without family risk for dyslexia

artículo científico publicado en 2015

Early temperament and age at school entry predict task avoidance in elementary school

article by Riikka Hirvonen et al published April 2016 in Learning and Individual Differences

Effects of multidomain risk accumulation on cognitive, academic, and behavioural outcomes

artículo científico publicado en 2009

Evaluation of the psychometric properties of "the Norwegian screening test for dyslexia".

artículo científico publicado en 2017

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

artículo científico publicado en 2012

From abugida to alphabet in Konso, Ethiopia

artículo científico publicado en 2019

How are learning experiences and task properties associated with adolescents’ emotions and psychophysiological states?

artículo científico publicado en 2022

Interest in early shared reading: Its relation to later language and letter knowledge in children with and without risk for reading difficulties

artículo científico publicado en 2004

Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference

artículo científico publicado en 2020

Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia

scientific article published on 01 December 2005

Language development and symbolic play in children with and without familial risk for dyslexia

scientific article published on 01 August 2001

Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia.

artículo científico publicado en 2010

Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14.

artículo científico publicado en 2015

Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts

artículo científico publicado en 2021

Lexical and grammatical development in children at family risk of dyslexia from early childhood to school entry: a cross-lagged analysis

scientific article published on 18 July 2019

Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8

artículo científico publicado en 2015

Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator

artículo científico publicado en 2022

Maternal Parenting Styles and Glycemic Control in Children with Type 1 Diabetes

artículo científico publicado en 2019

Maturational effects on newborn ERPs measured in the mismatch negativity paradigm.

artículo científico publicado en 2004

Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia.

artículo científico publicado en 2010

Newborn event-related potentials predict poorer pre-reading skills in children at risk for dyslexia

artículo científico publicado en 2009

Parental literacy predicts children's literacy: a longitudinal family-risk study.

artículo científico publicado en 2011

Perception of phonemic length and its relation to reading and spelling skills in children with family risk for dyslexia in the first three grades of school.

artículo científico publicado en 2010

Precursors and consequences of phonemic length discrimination ability problems in children with reading disabilities and familial risk for dyslexia

artículo científico publicado en 2013

Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia.

artículo científico publicado en 2006

Predicting reading disability: early cognitive risk and protective factors

artículo científico publicado en 2013

Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance

artículo científico publicado en 2018

Psychological distress of children with early-onset type 1 diabetes and their mothers' well-being

artículo científico publicado en 2015

Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine.

artículo científico publicado en 2014

Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being

artículo científico publicado en 2019

Reading development subtypes and their early characteristics.

artículo científico publicado en 2007

Reading outcomes of children with delayed early vocabulary: A follow-up from age 2-16

artículo científico publicado en 2018

Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy: A Randomized Controlled Trial

scientific article published on 17 December 2018

Resolving reading disability-Childhood predictors and adult-age outcomes

artículo científico publicado en 2018

School-entry language outcomes in late talkers with and without a family risk of dyslexia

artículo científico publicado en 2020

Social interactional behaviors and symbolic play competence as predictors of language development and their associations with maternal attention-directing strategies

artículo científico publicado en 1999

Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6

artículo científico publicado en 2020

Supporting struggling readers with digital game-based learning

artículo científico publicado en 2019

Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1

The development of children at familial risk for dyslexia: birth to early school age.

artículo científico publicado en 2004

The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia

artículo científico publicado en 2020

The impact of adolescents’ dyslexia on parents’ and their own educational expectations

The play and language behavior of mothers with and without dyslexia and its association to their toddlers' language development.

artículo científico publicado en 2003

The role of letters and syllables in typical and dysfluent reading in a transparent orthography

The role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotions

artículo científico publicado en 2018

Unveiling the Mysteries of Dyslexia-Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia

artículo científico publicado en 2021

Verbal and academic skills in children with early-onset type 1 diabetes

artículo científico publicado en 2010

Very early phonological and language skills: estimating individual risk of reading disability

artículo científico publicado en 2007

Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity

Lista de obras de Kenneth Eklund

A mobile game as a support tool for children with severe difficulties in reading and spelling

Adolescents’ Academic Emotions and Academic Achievement Across the Transition to Lower Secondary School: The Role of Learning Difficulties

Associations Between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment

Brain event-related potentials (ERPs) measured at birth predict later language development in children with and without familial risk for dyslexia.

Brain responses to changes in speech sound durations differ between infants with and without familial risk for dyslexia

Children’s Shyness Moderates the Associations between Parenting Behavior and the Development of Children’s Pro-Social Behaviors

Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency

Cognitive and non-cognitive factors in educational and occupational outcomes-Specific to reading disability?

Cognitive predictors of counting skills

Cortical responses of infants with and without a genetic risk for dyslexia: I. Age effects

Cortical responses of infants with and without a genetic risk for dyslexia: II. Group effects

Counting and RAN: Predictors of arithmetic calculation and reading fluency

Counting and rapid naming predict the fluency of arithmetic and reading skills

Cry characteristics of 172 healthy 1-to 7-day-old infants

Development of children at familial risk for dyslexia before school age

Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education

Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency

Developmental pathways of children with and without familial risk for dyslexia during the first years of life.

Early Identification and Prevention of Dyslexia: Results from a Prospective Follow-up Study of Children at Familial Risk for Dyslexia

Early cognitive predictors of PISA reading in children with and without family risk for dyslexia

Early communicative gestures and play as predictors of language development in children born with and without family risk for dyslexia

Early language and behavioral regulation skills as predictors of social outcomes.

Early markers of language delay in children with and without family risk for dyslexia

Early temperament and age at school entry predict task avoidance in elementary school

Effects of multidomain risk accumulation on cognitive, academic, and behavioural outcomes

Evaluation of the psychometric properties of "the Norwegian screening test for dyslexia".

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

From abugida to alphabet in Konso, Ethiopia

How are learning experiences and task properties associated with adolescents’ emotions and psychophysiological states?

Interest in early shared reading: Its relation to later language and letter knowledge in children with and without risk for reading difficulties

Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference

Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia

Language development and symbolic play in children with and without familial risk for dyslexia

Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia.

Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14.

Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts

Lexical and grammatical development in children at family risk of dyslexia from early childhood to school entry: a cross-lagged analysis

Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8

Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator

Maternal Parenting Styles and Glycemic Control in Children with Type 1 Diabetes

Maturational effects on newborn ERPs measured in the mismatch negativity paradigm.

Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia.

Newborn event-related potentials predict poorer pre-reading skills in children at risk for dyslexia

Parental literacy predicts children's literacy: a longitudinal family-risk study.

Perception of phonemic length and its relation to reading and spelling skills in children with family risk for dyslexia in the first three grades of school.

Precursors and consequences of phonemic length discrimination ability problems in children with reading disabilities and familial risk for dyslexia

Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia.

Predicting reading disability: early cognitive risk and protective factors

Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance

Psychological distress of children with early-onset type 1 diabetes and their mothers' well-being

Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine.

Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being

Reading development subtypes and their early characteristics.

Reading outcomes of children with delayed early vocabulary: A follow-up from age 2-16

Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy: A Randomized Controlled Trial

Resolving reading disability-Childhood predictors and adult-age outcomes

School-entry language outcomes in late talkers with and without a family risk of dyslexia

Social interactional behaviors and symbolic play competence as predictors of language development and their associations with maternal attention-directing strategies

Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6

Supporting struggling readers with digital game-based learning

Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1

The development of children at familial risk for dyslexia: birth to early school age.

The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia

The impact of adolescents’ dyslexia on parents’ and their own educational expectations

The play and language behavior of mothers with and without dyslexia and its association to their toddlers' language development.

The role of letters and syllables in typical and dysfluent reading in a transparent orthography

The role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotions

Unveiling the Mysteries of Dyslexia-Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia

Verbal and academic skills in children with early-onset type 1 diabetes

Very early phonological and language skills: estimating individual risk of reading disability

Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity