Abstract
The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. However, FR did not explain any variance on top of grade 3 reading fluency. Grade 3 reading fluency strongly predicted grade 6 reading fluency and was also related to reading comprehension. RAN improved the prediction of grade 6 reading fluency, though the additional explained variance was small. Vocabulary and PA fully explained the variance that grade 3 reading fluency explained in grade 6 reading comprehension. Vocabulary explained a substantial amount of variance in grade 6 reading comprehension making it an interesting clinical target. As we used continuous measures of reading fluency and FR, our findings are not biased by distinct diagnostic criteria.
Original language | English |
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Pages (from-to) | 181–202 |
Number of pages | 22 |
Journal | Annals of Dyslexia |
Volume | 68 |
Issue number | 3 |
Early online date | 11-Jul-2018 |
DOIs | |
Publication status | Published - Oct-2018 |
Keywords
- MULTIPLE DEFICIT MODELS
- DEVELOPMENTAL DYSLEXIA
- PHONOLOGICAL SKILLS
- NAMING SPEED
- SIMPLE VIEW
- FOLLOW-UP
- COMPREHENSION
- LITERACY
- ORTHOGRAPHY
- DISABILITY