Predictors for grade 6 reading in children at familial risk of dyslexia

Ellie R. H. van Setten, Britt E. Hakvoort, Aryan van der Leij, Natasha M. Maurits, Ben A. M. Maassen

Research output: Contribution to journalArticleAcademicpeer-review

5 Citations (Scopus)
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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 languageEnglish
Pages (from-to)181–202
Number of pages22
JournalAnnals of Dyslexia
Volume68
Issue number3
Early online date11-Jul-2018
DOIs
Publication statusPublished - Oct-2018

Keywords

  • MULTIPLE DEFICIT MODELS
  • DEVELOPMENTAL DYSLEXIA
  • PHONOLOGICAL SKILLS
  • NAMING SPEED
  • SIMPLE VIEW
  • FOLLOW-UP
  • COMPREHENSION
  • LITERACY
  • ORTHOGRAPHY
  • DISABILITY

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