The Effect of Parents' Literacy Skills and Children's Preliteracy Skills on the Risk of Dyslexia

Elsje van Bergen*, Peter F. de Jong, Ben Maassen, Aryan van der Leij

*Bijbehorende auteur voor dit werk

    OnderzoeksoutputAcademicpeer review

    41 Citaten (Scopus)
    195 Downloads (Pure)

    Samenvatting

    The combination of investigating child and family characteristics sheds light on the constellation of risk factors that can ultimately lead to dyslexia. This family-risk study examines plausible preschool risk factors and their specificity. Participants (N = 196, 42 % girls) included familial risk (FR) children with and without dyslexia in Grade 3 and controls. First, we found impairments in phonological awareness, rapid naming, and letter knowledge in FR kindergartners with later dyslexia, and mild phonological-awareness deficits in FR kindergartners without subsequent dyslexia. These skills were better predictors of reading than arithmetic, except for rapid naming. Second, the literacy environment at home was comparable among groups. Third, having a dyslexic parent and literacy abilities of the non-dyslexic parent related to offspring risk of dyslexia. Parental literacy abilities might be viewed as indicators of offspring's liability for literacy difficulties, since parents provide offspring with genetic and environmental endowment. We propose an intergenerational multiple deficit model in which both parents confer cognitive risks.

    Originele taal-2English
    Pagina's (van-tot)1187-1200
    Aantal pagina's14
    TijdschriftJournal of Abnormal Child Psychology
    Volume42
    Nummer van het tijdschrift7
    DOI's
    StatusPublished - okt.-2014

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