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17-03-2015

Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14

Auteurs: Minna Torppa, Kenneth Eklund, Elsje van Bergen, Heikki Lyytinen

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 7/2015

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Abstract

This study focuses on the stability of dyslexia status from Grade 2 to Grade 8 in four groups: (a) no dyslexia in either grade (no-dyslexia, n = 127); (b) no dyslexia in Grade 2 but dyslexia in Grade 8 (late-emerging, n = 18); (c) dyslexia in Grade 2 but not in Grade 8 (resolving, n = 15); and (d) dyslexia in both grades (persistent-dyslexia, n = 22). We examined group differences from age 3.5 to age 14 in (a) reading, vocabulary, phonology, letter knowledge, rapid naming, IQ, verbal memory; (b) familial and environmental risk and supportive factors; and (c) parental skills in reading, phonology, rapid naming, verbal memory, and vocabulary. Our findings showed group differences both in reading and cognitive skills of children as well as their parents. Parental education, book-reading frequency, and children’s IQ, however, did not differentiate the groups. The children in the persistent-dyslexia group exhibited widespread language and cognitive deficits across development. Those in the resolving group had problems in language and cognitive skills only prior to school entry. In the late-emerging group, children showed clearly compromised rapid naming. Additionally, their parents had the most severe difficulties in rapid naming, a finding that suggests strong genetic liability. The findings show instability in the diagnosis of dyslexia. The members of the late-emerging group did not have a distinct early cognitive profile, so late-emerging dyslexia appears difficult to predict. Indeed, these children are at risk of not being identified and not receiving required support. This study suggests the need for continued monitoring of children’s progress in literacy after the early school years.
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Voetnoten
1
Of the 200 children originally screened, 18 (of whom 7 had a familial risk for dyslexia) did not wish to take part in the eighth-grade assessments.
 
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Metagegevens
Titel
Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14
Auteurs
Minna Torppa
Kenneth Eklund
Elsje van Bergen
Heikki Lyytinen
Publicatiedatum
17-03-2015
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 7/2015
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-015-0003-1

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