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dc.contributor.authorEklund, Kenneth
dc.contributor.authorTorppa, Minna
dc.contributor.authorAro, Mikko
dc.contributor.authorLeppänen, Paavo H.T.
dc.contributor.authorLyytinen, Heikki
dc.date.accessioned2015-04-21T09:41:09Z
dc.date.available2015-04-21T09:41:09Z
dc.date.issued2015
dc.identifier.citationEklund, K., Torppa, M., Aro, M., Leppänen, P., & Lyytinen, H. (2015). Literacy Skill Development of Children With Familial Risk for Dyslexia Through Grades 2, 3, and 8. Journal of Educational Psychology, 107 (1), 126-140. doi:10.1037/a0037121
dc.identifier.otherTUTKAID_62023
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/45686
dc.description.abstractThis study followed the development of reading speed, reading accuracy, and spelling in transparent Finnish orthography through Grades 2, 3, and 8. We compared two groups of children with familial risk for dyslexia, with or without dyslexia in Grade 2 (Dys_FR, n = 35 and NoDys_FR, n = 66) to a group of children without familial risk and dyslexia (Controls, n = 72). The Dys_FR group showed persisting deficiency especially in reading speed, and, to a minor extent, in reading and spelling accuracy. The Dys_FR children, contrary to the other two groups, relied heavily on letter-by-letter decoding in Grades 2 and 3. In children not fulfilling the criteria for dyslexia in Grade 2, the familial risk did not substantially affect the subsequent development of literacy skills.
dc.language.isoeng
dc.publisherAmerican Psychological Association
dc.relation.ispartofseriesJournal of Educational Psychology
dc.subject.otherreading developmenten
dc.subject.otherspelling developmenten
dc.subject.otherfamilial risken
dc.subject.otherdyslexiaen
dc.subject.otherlongitudinalen
dc.subject.otherlukutaitofi
dc.subject.otheroikeinkirjoitusfi
dc.subject.otherfamiliaalinen riskifi
dc.subject.otherdysleksiafi
dc.subject.otherpitkittäistutkimusfi
dc.titleLiteracy Skill Development of Children With Familial Risk for Dyslexia Through Grades 2, 3, and 8
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201503091444
dc.contributor.laitosAgora Centerfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosAgora Centeren
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologian koulutusala
dc.contributor.oppiaineErityispedagogiikka
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2015-03-09T16:30:02Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange126-140
dc.relation.issn0022-0663
dc.relation.numberinseries1
dc.relation.volume107
dc.type.versionacceptedVersion
dc.rights.copyright© 2015 American Psychological Association. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1037/a0037121


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