Article2007

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

Anne Puolakanaho · Timo P. S. Ahonen · Mikko T. Aro · Kenneth Eklund · Paavo H. T. Leppänen · Anna‐Maija Poikkeus +3 more

316 citations0/0 files storedJournal of Child Psychology and Psychiatry

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

BACKGROUND: Analyses from the Jyväskylä Longitudinal Study of Dyslexia project show that the key childhood predictors (phonological awareness, short-term memory, rapid naming, expressive vocabulary, pseudoword repetition, and letter naming) of dyslexia differentiate the group with reading disability (n = 46) and the group without reading problems (n = 152) at the end of the 2nd grade. These measures were employed at the ages of 3.5, 4.5 and 5.5 years and information regarding the familial risk of dyslexia was used to find the most sensitive indices of an individual child's risk for reading disability. METHODS: Age-specific and across-age logistic regression models were constructed to produce the risk indices. The predictive ability of the risk indices was explored using the ROC (receiver operating curve) plot. Information from the logistic models was further utilised in illustrating the risk with probability curve presentations. RESULTS: The logistic regression models with familial risk,letter knowledge, phonological awareness and RAN provided a prediction probability above .80 (area under ROC). CONCLUSIONS: The models including familial risk status and the three above-mentioned measures offer a rough screening procedure for estimating an individual child's risk for reading disability at the age of 3.5 years. Probability curves are presented as a method of illustrating the risk.

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References

1983Categorizing sounds and learning to read—a causal connection 2004Specific reading disability (dyslexia): what have we learned in the past four decades?1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities 1989Wechsler Preschool and Primary Scale of Intelligence--Revised 2000Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.2001Connecting early language and literacy to later reading (dis) abilities : Evidence, theory, and practice 2008NEPSY : A Developmental Neuropsychological Assessment 2010NEPSY, Developmental Neuropsychological Assessment

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2010Language Development, Literacy Skills, and Predictive Connections to Reading in Finnish Children With and Without Familial Risk for Dyslexia 2016Reading disorders and dyslexia 2011Transition to formal schooling: Do transition practices matter for academic performance?2010Longitudinal predictors of reading and spelling across languages varying in orthographic consistency 2015

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