His primary areas of investigation include Reading, Developmental psychology, Phonological awareness, Cognitive psychology and Fixation. His work in the fields of Reading, such as Orthography, intersects with other areas such as Spell. The Developmental psychology study combines topics in areas such as Sentence, Social psychology, Vulnerability and Learning to read.
Pekka Niemi interconnects Structural equation modeling, Knowledge level and Vocabulary in the investigation of issues within Phonological awareness. The various areas that Pekka Niemi examines in his Cognitive psychology study include Word recognition, Phonology and Reading comprehension. In his work, Communication, Stimulus, Electroencephalography and Vowel is strongly intertwined with Perception, which is a subfield of Fixation.
His primary areas of study are Developmental psychology, Reading, Phonological awareness, Reading comprehension and Cognitive psychology. He combines subjects such as Longitudinal study, Audiology, Vocabulary, Phonemic awareness and Learning to read with his study of Developmental psychology. His work focuses on many connections between Reading and other disciplines, such as Cognition, that overlap with his field of interest in Arithmetic.
His Phonological awareness research includes themes of Dyslexia, Vocabulary development, Structural equation modeling, Spelling and Phonology. Pekka Niemi has researched Reading comprehension in several fields, including Psycholinguistics, Teaching method and Comprehension. His Cognitive psychology research is multidisciplinary, incorporating elements of Metacognition and Word recognition.
Pekka Niemi mostly deals with Developmental psychology, Reading, Fluency, Phonological awareness and Reading skills. Pekka Niemi combines Developmental psychology and Child sexual abuse in his studies. His Reading research incorporates elements of Achievement test, Affect, Literacy and Math skills.
His studies in Fluency integrate themes in fields like Social support, Reading comprehension and Shared reading. His Phonological awareness study incorporates themes from Orthography, Cognition and Vocabulary development. His research integrates issues of Longitudinal study, Word reading, Estonian, Skill development and Early reading in his study of Reading skills.
His scientific interests lie mostly in Reading, Reading skills, Developmental psychology, Fluency and Reading comprehension. His work deals with themes such as Mathematics education, Transition and Latent growth modeling, which intersect with Reading. His research in Reading skills intersects with topics in Shared reading, Skill development, Word reading and Comprehension.
His Developmental psychology study combines topics from a wide range of disciplines, such as Spelling and Clinical psychology. His Fluency study integrates concerns from other disciplines, such as Longitudinal study, Orthography, Phonological awareness and Childhood development. The study incorporates disciplines such as Task orientation, Early reading and Estonian in addition to Reading comprehension.
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Foreperiod and simple reaction time.
Pekka Niemi;Risto Näätänen.
Psychological Bulletin (1981)
Development of reading skills among preschool and primary school pupils
Ulla Leppänen;Pekka Niemi;Kaisa Aunola;Jari-Erik Nurmi.
Reading Research Quarterly (2004)
Transition to formal schooling: Do transition practices matter for academic performance?☆
Annarilla Ahtola;Gintautas Silinskas;Pirjo-Liisa Poikonen;Marita Kontoniemi.
Early Childhood Research Quarterly (2011)
Development of the letter identity span in reading: Evidence from the eye movement moving window paradigm
Tuomo Häikiö;Raymond Bertram;Jukka Hyönä;Pekka Niemi.
Journal of Experimental Child Psychology (2009)
Event-related brain potentials and the perception of a phonetic continuum ☆
Olli Aaltonen;Pekka Niemi;Timo Nyrke;Marja Tuhkanen.
Biological Psychology (1987)
Letter knowledge predicts Grade 4 reading fluency and reading comprehension
Ulla Leppänen;Kaisa Aunola;Pekka Niemi;Jari-Erik Nurmi.
Learning and Instruction (2008)
Development of and Relationship Between Phonological and Motivational Processes and Naming Speed in Predicting Word Recognition in Grade 1
Janne Lepola;Elisa Poskiparta;Eero Laakkonen;Pekka Niemi.
Scientific Studies of Reading (2005)
Developmental dynamics of achievement strategies, reading performance, and parental beliefs
Kaisa Aunola;Jari-Erik Nurmi;Pekka Niemi;Marja-Kristiina Lerkkanen.
Reading Research Quarterly (2002)
The role of phonological memory, word recognition, and comprehension skills in reading development: from preschool to grade 2
Mia Dufva;Pekka Niemi;Marinus J. M. Voeten.
Reading and Writing (2001)
Coronary flow reserve: measurement with transthoracic Doppler echocardiography is reproducible and comparable with positron emission tomography
M. Saraste;J. W. Koskenvuo;J. Knuuti;J. O. Toikka.
Clinical Physiology (2001)
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