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dc.contributor.authorLyytinen, Heikki
dc.contributor.authorErskine, Jane
dc.contributor.authorTolvanen, Asko
dc.contributor.authorTorppa, Minna
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorLyytinen, Paula
dc.date.accessioned2016-04-19T06:10:44Z
dc.date.available2016-04-19T06:10:44Z
dc.date.issued2006
dc.identifier.citationLyytinen, 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. <i>Merrill-Palmer Quarterly</i>, <i>52</i>(3), 514-546.
dc.identifier.otherCONVID_16331278
dc.identifier.otherTUTKAID_22562
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/49365
dc.description.abstractIn 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.
dc.language.isoeng
dc.publisherWayne State University Press
dc.relation.ispartofseriesMerrill-Palmer Quarterly
dc.subject.otherkouluikä
dc.subject.otherSchool age
dc.subject.otherFollow-up
dc.subject.otherreading development
dc.titleTrajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201604152224
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2016-04-15T12:15:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange514-546
dc.relation.issn0272-930X
dc.relation.numberinseries3
dc.relation.volume52
dc.type.versionpublishedVersion
dc.rights.copyright© 2006 by Wayne State University Press. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoseurantatutkimus
dc.subject.ysodysleksia
jyx.subject.urihttp://www.yso.fi/onto/yso/p13719
jyx.subject.urihttp://www.yso.fi/onto/yso/p5303
dc.relation.doi10.1353/mpq.2006.0031


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