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dc.contributor.authorEklund, Kenneth
dc.contributor.authorTorppa, Minna
dc.contributor.authorSulkunen, Sari
dc.contributor.authorNiemi, Pekka
dc.contributor.authorAhonen, Timo
dc.date.accessioned2018-05-21T08:00:25Z
dc.date.available2020-05-03T21:35:10Z
dc.date.issued2018fi
dc.identifier.citationEklund, K., Torppa, M., Sulkunen, S., Niemi, P., & Ahonen, T. (2018). Early cognitive predictors of PISA reading in children with and without family risk for dyslexia. <em>Learning and Individual Differences</em>, 64 (2018), 94-103. <a href="https://doi.org/10.1016/j.lindif.2018.04.012">doi:10.1016/j.lindif.2018.04.012</a>fi
dc.identifier.otherTUTKAID_77597
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/58033
dc.description.abstractThis study examined language skills and pre-literacy skills (phonological awareness, rapid naming, and letter knowledge) before school-age as predictors of PISA reading at age 15 in two groups of children, with (n = 88) and without (n = 70) family-risk for dyslexia. Moreover, effects of family-risk on these early predictors, reading fluency, and PISA reading were examined while controlling the effect of gender. Children were followed from age 2 to 15. Family-risk had a significant effect on early language and pre-literacy skills, reading fluency and PISA reading. A similar model predicting PISA reading fitted the data well in the Family-risk and the No family-risk group. Language skills explained a good portion and pre-literacy skills to a lesser extent the variance in PISA reading. Altogether 68% of the variance in PISA reading was explained in the Family-risk group and 44% in the No family-risk group. Findings suggest that family risk sets children at elevated risk to develop long-standing difficulties in language and literacy and that the early language and pre-literacy skills are strong predictors of reading as far as PISA reading at age 15.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLearning and Individual Differences
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherPISA-tutkimusfi
dc.subject.otherlukutaitofi
dc.subject.otherdysleksiafi
dc.subject.otherPISA reading literacyfi
dc.subject.otherfamily-risk for dyslexiafi
dc.subject.othercognitive predictorfi
dc.subject.otherdevelopmentfi
dc.subject.otherlongitudinal studyfi
dc.titleEarly cognitive predictors of PISA reading in children with and without family risk for dyslexiafi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201805142583
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineSuomen kieli
dc.contributor.oppiaineKasvatuspsykologia
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-05-14T15:15:06Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange94-103
dc.relation.issn1041-6080
dc.relation.numberinseries2018
dc.relation.volume64
dc.type.versionacceptedVersion
dc.rights.copyright© 2018 Elsevier Inc.
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.lindif.2018.04.012


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CC BY-NC-ND 4.0
Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0