Mikko Aro

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Professor

University of Jyväskylä

Finland

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About

Professor Mikko Aro is a faculty member at the University of Jyväskylä in Finland. His research primarily focuses on reading development, cognitive factors influencing literacy interventions, and the role of teacher assessments in educational settings. Recent articles include studies on bilingualism, parental influences on reading and arithmetic fluency, and the effectiveness of computer-assisted learning strategies. He is dedicated to improving educational outcomes for children with reading difficulties.

Recent Grants

Grant: Open

Learning Dynamics and Intervention Research (InterLearn)

Open Date: 2022-01-01

Close Date: 2029-12-01

Grant: Close

Reading and arithmetic dysfluency in children

Open Date: 2014-09-09

Close Date: 2018-08-31

Grant: Close

Self-efficacy and learning disability interventions

Open Date: 2013-01-01

Close Date: 2015-12-31

Articles (14)

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2025

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2024

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2024

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2023

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2023

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2023

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2022

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2022

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2022

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2022

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2022

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2022

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2022

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2022

Collaborators (10)

Helena Viholainen

University lecturer

University of Jyväskylä

FINLAND

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Laura Kanniainen

University of Tampere

FINLAND

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Tomas Lehecka

Åbo Akademi University

FINLAND

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Carita Kiili

University of Tampere

FINLAND

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Professor (full)

University of Jyväskylä

FINLAND

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Mikko Aro

Research Interests

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About

Recent Grants

Articles (14)

Reading development among monolingual Swedish-speaking and bilingual Finnish–Swedish children from Grade 1 to Grade 3

Do Cognitive and Non-Cognitive Factors Predict Responses to Reading Fluency Interventions?

Computer-assisted morphology training of reading with grade 2 and grade 3 poor readers

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

Rapid Coding of Syllable Structure by Dysfluent Developing Readers

Individual variations in sources of self-regulatory efficacy among elementary school pupils

General and special education teachers’ knowledge about reading comprehension processes and instructional practices

How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements

Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties

The Predictors of Literacy Skills among Monolingual and Bilingual Finnish–Swedish Children During First Grade

Assessment conceptions of Finnish pre-service teachers

Dual-stage and dual-deficit? Word recognition processes during text reading across the reading fluency continuum

Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial

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

Collaborators (10)

Helena Viholainen

Laura Kanniainen

Tomas Lehecka

Carita Kiili

Eija Räikkönen

Heikki Lyytinen

Sami Lehesvuori

Marja-Kristiina Lerkkanen

Maria Psyridou

Minna Torppa

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