Handbook on the State of the Art in Applied Psychology

CHAPTER 12Early Identification and Prevention of Reading Problems

Heikki Lyytinen¹, Kaisa Lohvansuu¹, Jarmo Hämäläinen¹, Mikko Pitkänen², Paavo Leppänen¹, and Ulla Richardson³

¹ Department of Psychology, University of Jyväskylä, Jyväskylä, Finland

² Industrial Engineering and Management, Aalto University, Espoo, Finland

³ Centre for Applied Language Studies, University of Jyväskylä, Jyväskylä, Finland

Abstract

This chapter addresses our efforts to build an empirical basis from the very beginning of research and intervention studies to apply findings to being able to provide efficient support to children to acquire the basic reading skill independent of reasons that cause difficulties, including the writing system and environment where the learner lives. Instruction should focus on the language the child speaks and follow the phonics approach principle. Our way to introduce phonics is based on an enjoyable digital game‐like learning environment called GraphoLearn. It is available to be used in countries where it has been empirically validated via our GraphoLearn operations (grapholearn.info). The starting point was the Jyväskylä Longitudinal Study of Dyslexia (JLD). It has followed children at familial risk for dyslexia from birth to adulthood. As the final goal of JLD, a preventive intervention was created for children who can be identified and helped early enough due to the central research findings of JLD. Therefore, GraphoLearn training can be offered before a child would ...