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dc.contributor.authorTorppa, Minna
dc.contributor.authorLyytinen, Paula
dc.contributor.authorErskine, Jane
dc.contributor.authorEklund, Kenneth
dc.contributor.authorLyytinen, Heikki
dc.date.accessioned2016-01-07T06:30:21Z
dc.date.available2016-01-07T06:30:21Z
dc.date.issued2010
dc.identifier.citationTorppa, M., Lyytinen, P., Erskine, J., Eklund, K., & Lyytinen, H. (2010). Language development, literacy skills and predictive connections to reading in Finnish children with and without familial risk for dyslexia. <i>Journal of Learning Difficulties</i>, <i>43</i>(4), 308-321. <a href="https://doi.org/10.1177/0022219410369096" target="_blank">https://doi.org/10.1177/0022219410369096</a>
dc.identifier.otherCONVID_19563564
dc.identifier.otherTUTKAID_40843
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/48259
dc.description.abstractDiscriminative language markers and predictive links between early language and literacy skills were investigated retrospectively in the Jyväskylä Longitudinal Study of Dyslexia in which children at familial risk for dyslexia have been followed from birth. Three groups were formed on the basis of 198 children’s reading and spelling status. One group of children with reading disability (RD; n = 46) and two groups of typical readers from nondyslexic control (TRC; n = 84) and dyslexic families (TRD; n = 68) were examined from age 1.5 years to school age. The RD group was outperformed by typical readers on numerous language and literacy measures (expressive and receptive language, morphology, phonological sensitivity, RAN, and letter knowledge) from 2 years of age onward. The strongest predictive links emerged from receptive and expressive language to reading via measures of letter naming, rapid naming, morphology, and phonological awareness.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSage publications
dc.relation.ispartofseriesJournal of Learning Difficulties
dc.rightsIn Copyright
dc.subject.othervarhainen kielen kehitys
dc.subject.otherlongitudinal study
dc.subject.otherreading development
dc.subject.otherearly language development
dc.titleLanguage development, literacy skills and predictive connections to reading in Finnish children with and without familial risk for dyslexia
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201601051024
dc.contributor.laitosAgora Centerfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosAgora Centeren
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2016-01-05T10:15:22Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange308-321
dc.relation.issn0022-2194
dc.relation.numberinseries4
dc.relation.volume43
dc.type.versionacceptedVersion
dc.rights.copyright© Hammill Institute on Disabilities 2010. This is a Final Draft version of an article whose final and definitive form has been published by SAGE. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccess
dc.subject.ysodysleksia
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p5303
dc.rights.urlhttps://rightsstatements.org/page/InC/1.0/
dc.relation.doi10.1177/0022219410369096
dc.type.okmA1


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