Trajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia
Lyytinen, H., Erskine, J., Tolvanen, A., Torppa, M., Poikkeus, A.-M., & Lyytinen, P. (2006). Trajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia. Merrill-Palmer Quarterly, 52(3), 514-546. https://doi.org/10.1353/mpq.2006.0031
Published inMerrill-Palmer Quarterly
© 2006 by Wayne State University Press. Published in this repository with the kind permission of the publisher.
In order to understand why some children are vulnerable to difficulties in their language development and their acquisition of reading skill, the Jyväskylä Longitudinal Study of Dyslexia followed 200 Finnish children from birth to school age. Half of these children had a family history of reading problems and were considered at risk for dyslexia; the other half were not at risk. A novel analysis, mixture modeling, revealed four subgroups with differential developmental trajectories to early reading. The subgroups who showed either a “dysfluent trajectory” (n = 12; 11 at risk vs. 1 control) or a “declining trajectory” (n = 35; 24 vs. 11) contained more children with familial risk for dyslexia. The subgroup showing an “unexpected trajectory” contained equal numbers of at-risk and non-risk children (n = 67; 33 vs. 34). The subgroup displaying a “typical trajectory” (n = 85, 38 vs. 47) contained more children born without dyslexia risk. This differential development of skills revealed that there are at least three troubled routes along which a child may ultimately encounter difficulties in reading acquisition. The most explicit routes are characterized by problems in either phonological awareness, naming speed, or letter knowledge—problems that increase in severity with age. ...
PublisherWayne State University Press
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for dyslexia Louleli, Natalia; Hämäläinen, Jarmo A.; Nieminen, Lea; Parviainen, Tiina; Leppänen, Paavo H.T. (Elsevier, 2022)Previous studies have shown that the development of morphological awareness and reading skills are interlinked. However, most have focused on phonological awareness as a risk factor for dyslexia, although there is considerable ...
Reading development of late talking toddlers with and without familial risk for dyslexia : a follow up study from age 2 to 15 Psyridou, Maria (2015)Expressive language delay is one of the most frequent concerns for parents and health care providers, and it is also one of the most common reasons that young children are referred for evaluation. In the present study, ...
Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade Louleli, Natalia; Hämäläinen, Jarmo A.; Leppänen, Paavo H. T. (Frontiers Media SA, 2021)School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term ...
Newborn brain responses measuring feature and change detection and predicting later language development in children with and without familial risk for dyslexia Guttorm, Tomi (Jyväskylän yliopisto, 2003)Lukemisen erityisvaikeuksia eli kehityksellistä dysleksiaa on noin 3-10 prosentilla suomalaisista koululaisista. Vaikeudet haittaavat eri tavoin heidän koulusuoriutumistaan ja vaikuttavat näin myös tulevaisuuden ...