Intergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?
Khanolainen, D., Salminen, J., Eklund, K., Lerkkanen, M., & Torppa, M. (2023). Intergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?. Reading Research Quarterly, 58(2), 220-239. https://doi.org/10.1002/rrq.482
Published inReading Research Quarterly
DisciplineVarhaiskasvatusKasvatuspsykologiaResurssiviisausyhteisöEarly Childhood EducationKasvatuspsykologiaSchool of Resource Wisdom
© 2022 The Authors. Reading Research Quarterly published by Wiley Periodicals LLC on behalf of International Literacy Association.
By investigating children whose parents have dyslexia, family risk (FR) studies are expanding our understanding of the intergenerational transmission of dyslexia. These studies, however, vary in their identification of FR, and how the use of different identification methods influences research findings and conclusions is yet to be systematically investigated. This study aims to evaluate the association between two FR identification methods—parental self-reports and direct skill assessments—and their unique contributions in the prediction of children's reading. The study employed two datasets: a prospective FR sample (half of the parents in the sample had dyslexia and the remaining half did not) and an unselected sample. Parental self-reports and direct skill assessments correlated strongly (.60) in the prospective FR sample and moderately (.42) in the unselected sample. Moreover, both FR identification methods were almost equally predictive of children's reading (explaining 5%–9% of the variance at different time points) in the prospective FR sample only. In the prediction of the children's skills, the two methods complemented each other only for some of the measures. At the same time, in the unselected sample, parental skills were not predictive of children's reading, whereas self-reports were. The two FR identification methods seem to have equally high predictive power when the variability in parental data is high. However, they lose their predictive power when either the lower or higher end of the parental reading distribution is underrepresented. ...
PublisherJohn Wiley & Sons
Publication in research information system
MetadataShow full item record
Related funder(s)European Commission; Academy of Finland
Funding program(s)Postdoctoral Researcher, AoF
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingThis project has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation program (grant agreement No. 101002966) in the form of salary to Jenni Salminen and Minna Torppa (PI). Daria Khanolainen has received funding from the European Union’s Horizon 2020 Research and Innovation Programme Neo-PRISM- C under the Marie Skłodowska Curie grant agreement No. 813546. Also, Jenni Salminen was sup-ported by a grant from the Academy of Finland No. 308070. ...
Showing items with similar title or keywords.
Parental influences on the development of single and co-occurring difficulties in reading and arithmetic fluency Khanolainen, Daria; Koponen, Tuire; Eklund, Kenneth; Gerike, Georgia; Psyridou, Maria; Lerkkanen, Marja-Kristiina; Aro, Mikko; Torppa, Minna (Elsevier, 2023)This study investigated how single and co-occurring difficulties in reading and arithmetic fluency developed among Finnish children across Grades 1–9 (N = 2151). Latent profile analysis among 391 children who had reading ...
Early prediction of reading : phonological awareness and related language and cognitive skills in children with a familial risk for dyslexia Puolakanaho, Anne (University of Jyväskylä, 2007)PsL Anne Puolakanaho selvitti väitöstutkimuksessaan, miten leikki-ikäisten 3 - 5-vuotiaiden lasten kielelliset ja kognitiiviset taidot ovat yhteydessä lukemisen virheettömyyteen ja sujuvuuteen kouluiässä. Puolakanaho tutki ...
Psyridou, Maria; Tolvanen, Asko; Patel, Priyanka; Khanolainen, Daria; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna (Taylor & Francis, 2023)Purpose We aim to identify the most accurate model for predicting adolescent (Grade 9) reading difficulties (RD) in reading fluency and reading comprehension using 17 kindergarten-age variables. Three models (neural ...
Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9 Khanolainen, Daria; Psyridou, Maria; Silinskas, Gintautas; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija; Torppa, Minna (Frontiers Media SA, 2020)This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development ...
Ronimus, Miia; Eklund, Kenneth; Westerholm, Jari; Ketonen, Ritva; Lyytinen, Heikki (Wiley-Blackwell, 2020)We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied ...