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dc.contributor.authorKhanolainen, Daria
dc.contributor.authorSalminen, Jenni
dc.contributor.authorEklund, Kenneth
dc.contributor.authorLerkkanen, Marja‐Kristiina
dc.contributor.authorTorppa, Minna
dc.date.accessioned2022-11-02T09:27:05Z
dc.date.available2022-11-02T09:27:05Z
dc.date.issued2023
dc.identifier.citationKhanolainen, 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?. <i>Reading Research Quarterly</i>, <i>58</i>(2), 220-239. <a href="https://doi.org/10.1002/rrq.482" target="_blank">https://doi.org/10.1002/rrq.482</a>
dc.identifier.otherCONVID_159344538
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83768
dc.description.abstractBy 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherJohn Wiley & Sons
dc.relation.ispartofseriesReading Research Quarterly
dc.rightsCC BY-NC-ND 4.0
dc.titleIntergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202211025073
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineResurssiviisausyhteisöfi
dc.contributor.oppiaineEarly Childhood Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineSchool of Resource Wisdomen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange220-239
dc.relation.issn0034-0553
dc.relation.numberinseries2
dc.relation.volume58
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 The Authors. Reading Research Quarterly published by Wiley Periodicals LLC on behalf of International Literacy Association.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber813546
dc.relation.grantnumber813546
dc.relation.grantnumber308070
dc.relation.grantnumber101002966
dc.relation.grantnumber101002966
dc.relation.projectidinfo:eu-repo/grantAgreement/EC/H2020/813546/EU//Neo-PRISM-C
dc.relation.projectidinfo:eu-repo/grantAgreement/EC/H2020/101002966/EU//EARLYMATH
dc.subject.ysovanhemmat
dc.subject.ysolukutaito
dc.subject.ysoennusteet
dc.subject.ysooppimisvaikeudet
dc.subject.ysolukeminen
dc.subject.ysolapset (perheenjäsenet)
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysolukihäiriöt
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p4074
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p3297
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p2357
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1002/rrq.482
dc.relation.funderEuropean Commissionen
dc.relation.funderResearch Council of Finlanden
dc.relation.funderEuropean Commissionen
dc.relation.funderEuroopan komissiofi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderEuroopan komissiofi
jyx.fundingprogramMSCA Innovative Training Networks (ITN)en
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramERC Consolidator Granten
jyx.fundingprogramMSCA Innovative Training Networks (ITN)fi
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramERC Consolidator Grantfi
jyx.fundinginformationThis 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.
dc.type.okmA1


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