Miia Ronimus

852 total citations
18 papers, 563 citations indexed

About

Miia Ronimus is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Miia Ronimus has authored 18 papers receiving a total of 563 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 15 papers in Developmental and Educational Psychology and 2 papers in Sociology and Political Science. Recurrent topics in Miia Ronimus's work include Reading and Literacy Development (11 papers), Child Development and Digital Technology (9 papers) and Educational Games and Gamification (4 papers). Miia Ronimus is often cited by papers focused on Reading and Literacy Development (11 papers), Child Development and Digital Technology (9 papers) and Educational Games and Gamification (4 papers). Miia Ronimus collaborates with scholars based in Finland, United States and Sweden. Miia Ronimus's co-authors include Heikki Lyytinen, Asko Tolvanen, Janne V. Kujala, Anna‐Maija Poikkeus, Kenneth Eklund, Jane Erskine, Jarmo A. Hämäläinen, Minna Torppa, Ulla Richardson and Jarkko Hautala and has published in prestigious journals such as NeuroImage, Computers & Education and Frontiers in Psychology.

In The Last Decade

Miia Ronimus

17 papers receiving 527 citations

Peers

Miia Ronimus

DEP

EDUCA

Penelope Collins United States

Anya S. Evmenova United States

Kelley Regan United States

Mienke Droop Netherlands

William Dee Nichols United States

Kari L. Woods United States

Lynne Anderson‐Inman United States

Marie Stevenson Australia

Amy M. Elleman United States

Roel van Steensel Netherlands

Penelope Collins United States

Miia Ronimus

468 ×1.1

DEP

384 ×1.4

EDUCA

83 ×0.8

55 ×0.6

71 ×0.9

Citations per year, relative to Miia Ronimus Miia Ronimus (= 1×) peers Penelope Collins

Countries citing papers authored by Miia Ronimus

Since Specialization

Citations

This map shows the geographic impact of Miia Ronimus's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Miia Ronimus with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Miia Ronimus more than expected).

Fields of papers citing papers by Miia Ronimus

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Miia Ronimus. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Miia Ronimus. The network helps show where Miia Ronimus may publish in the future.

Co-authorship network of co-authors of Miia Ronimus

This figure shows the co-authorship network connecting the top 25 collaborators of Miia Ronimus. A scholar is included among the top collaborators of Miia Ronimus based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Miia Ronimus. Miia Ronimus is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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18 of 18 papers shown

Hautala, Jarkko, et al.. (2024). The Goal to Perform in Readers’ Theater Motivates Boys Who Struggle With Reading. Journal of Research in Childhood Education. 38(3). 485–501. 2 indexed citations

Hautala, Jarkko, Stefan Hawelka, & Miia Ronimus. (2023). An eye movement study on the mechanisms of reading fluency development. Cognitive Development. 69. 101395–101395. 3 indexed citations

Ronimus, Miia, et al.. (2022). Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency. Learning Disability Quarterly. 46(2). 120–133. 1 indexed citations

Ronimus, Miia, Asko Tolvanen, & Jarkko Hautala. (2022). The roles of motivation and engagement in computer-based assessment of children's reading comprehension. Learning and Individual Differences. 98. 102197–102197. 12 indexed citations

Hautala, Jarkko, et al.. (2022). Readers’ Theater Projects for Special Education: A Randomized Controlled Study. Scandinavian Journal of Educational Research. 67(5). 663–678. 8 indexed citations

Renvall, Hanna, et al.. (2021). Children at risk for dyslexia show deficient left-hemispheric memory representations for new spoken word forms. NeuroImage. 229. 117739–117739. 8 indexed citations

Ronimus, Miia, et al.. (2020). A mobile game as a support tool for children with severe difficulties in reading and spelling. Journal of Computer Assisted Learning. 36(6). 1011–1025. 19 indexed citations

Kärkkäinen, Tommi, et al.. (2020). Game learning analytics for understanding reading skills in transparent writing system. British Journal of Educational Technology. 51(6). 2376–2390. 16 indexed citations

Ronimus, Miia, et al.. (2019). Supporting struggling readers with digital game-based learning. Educational Technology Research and Development. 67(3). 639–663. 64 indexed citations

10.

Hautala, Jarkko, et al.. (2018). Early science learning with a virtual tutor through multimedia explanations and feedback on spoken questions. Educational Technology Research and Development. 66(2). 403–428. 4 indexed citations

11.

Ronimus, Miia, Timo Ahonen, Tamara Chansa-Kabali, et al.. (2015). GraphoGame â€“ a catalyst for multi-level promotion of literacy in diverse contexts. Frontiers in Psychology. 6. 671–671. 46 indexed citations

12.

Lyytinen, Heikki, Jane Erskine, Jarmo A. Hämäläinen, Minna Torppa, & Miia Ronimus. (2015). Dyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of Dyslexia. Current Developmental Disorders Reports. 2(4). 330–338. 86 indexed citations

13.

Ronimus, Miia & Heikki Lyytinen. (2015). Is School a Better Environment Than Home for Digital Game-Based Learning? The Case of GraphoGame. Human Technology. 11(2). 123–147. 26 indexed citations

14.

Ronimus, Miia & Ulla Richardson. (2014). Entrenamiento de habilidades de lectura tempranas basado en un juego digital: visión general del método GraphoGame en una ortografía altamente transparente. Studies in Psychology Estudios de Psicología. 35(3). 654–661. 1 indexed citations

15.

Ronimus, Miia & Ulla Richardson. (2014). Digital game-based training of early reading skills: overview of the GraphoGame method in a highly transparent orthography / Entrenamiento de habilidades de lectura tempranas basado en un juego digital: visión general del método GraphoGame en una ortografía altamente transparente. Studies in Psychology Estudios de Psicología. 35(3). 648–661. 9 indexed citations

16.

Ronimus, Miia, Janne V. Kujala, Asko Tolvanen, & Heikki Lyytinen. (2013). Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education. 71. 237–246. 154 indexed citations

17.

Ronimus, Miia. (2012). Digitaalisen oppimispelin motivoivuus : havaintoja Ekapeliä pelanneista lapsista. Jyväskylä University Digital Archive (University of Jyväskylä).

18.

Lyytinen, Heikki, et al.. (2007). Early identification of dyslexia and the use of computer game-based practice to support reading acquisition. Nordic Psychology. 59(2). 109–126. 104 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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