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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.issued2018
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. <i>Learning and Individual Differences</i>, <i>64</i>(2018), 94-103. <a href="https://doi.org/10.1016/j.lindif.2018.04.012" target="_blank">https://doi.org/10.1016/j.lindif.2018.04.012</a>
dc.identifier.otherCONVID_28044753
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 reading literacy
dc.subject.otherfamily-risk for dyslexia
dc.subject.othercognitive predictor
dc.subject.otherdevelopment
dc.subject.otherlongitudinal study
dc.titleEarly cognitive predictors of PISA reading in children with and without family risk for dyslexia
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 kielifi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineFinnishen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-05-14T15:15:06Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
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.relation.grantnumber276239
dc.subject.ysoPISA-tutkimus
dc.subject.ysolukutaito
dc.subject.ysodysleksia
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p22506
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p5303
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.lindif.2018.04.012
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramAkatemiatutkija, SAfi
jyx.fundingprogramAcademy Research Fellow, AoFen
jyx.fundinginformationThe study and the preparation of the manuscript were supported by grants from the Academy of Finland (SA 264264, SA 276239). We express our gratitude to all the families, children, teachers, and researchers who participated in this study.
dc.type.okmA1


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