Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6844364 | Learning and Individual Differences | 2018 | 10 Pages |
Abstract
This 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 (nâ¯=â¯88) and without (nâ¯=â¯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.
Keywords
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Kenneth Eklund, Minna Torppa, Sari Sulkunen, Pekka Niemi, Timo Ahonen,