Journal ArticleDOI
Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill.
TLDR
The development of 56 children at family risk of dyslexia was followed from the age of 3 years, 9 months to 8 years, and in the high-risk group, 66% had reading disabilities at age 8 years compared with 13% in a control group from similar, middle-class backgrounds.Abstract:
The development of 56 children at family risk of dyslexia was followed from the age of 3 years, 9 months to 8 years. In the high-risk group, 66% had reading disabilities at age 8 years compared with 13% in a control group from similar, middle-class backgrounds. However, the family risk of dyslexia was continuous, and high-risk children who did not fulfil criteria for reading impairment at 8 years performed as poorly at age 6 as did high-risk impaired children on tests of grapheme–phoneme knowledge. The findings are interpreted within an interactive model of reading development in which problems in establishing a phonological pathway in dyslexic families may be compensated early by children who have strong language skills.read more
Citations
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Journal ArticleDOI
Specific reading disability (dyslexia): what have we learned in the past four decades?
TL;DR: Evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors, and Hypothesized deficits in general learning abilities and low-level sensory deficits have weak validity as causal factors in specific reading disability.
Journal ArticleDOI
Developmental dyslexia and specific language impairment: same or different?
TL;DR: The authors suggest that 2 dimensions of impairment are needed to conceptualize the relationship between these disorders and to capture phenotypic features that are important for identifying neurobiologically and etiologically coherent subgroups.
Journal ArticleDOI
Phonological skills and their role in learning to read: A meta-analytic review.
TL;DR: Findings support the pivotal role of phonemic awareness as a predictor of individual differences in reading development and whether such a relationship is a causal one and the implications of research in this area for current approaches to the teaching of reading and interventions for children with reading difficulties.
Journal ArticleDOI
Continuities and discontinuities in psychopathology between childhood and adult life.
TL;DR: The key research challenges that remain concern the testing of competing hypotheses on mediating processes, the changes involved in adolescence, the transition from prodromal phase to overt schizophrenia and the emergence of adolescent-limited antisocial behaviour.
Journal ArticleDOI
Are Specific Language Impairment and Dyslexia Distinct Disorders
TL;DR: The view that SLI and dyslexia are distinct but potentially comorbid developmental language disorders support the view that a deficit in phonological processing is closely associated with Dyslexia but not with SLI when it occurs in the absence of dyslexi.
References
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Journal ArticleDOI
A Distributed, Developmental Model of Word Recognition and Naming.
TL;DR: A parallel distributed processing model of visual word recognition and pronunciation is described, which consists of sets of orthographic and phonological units and an interlevel of hidden units and which early in the learning phase corresponds to that of children acquiring word recognition skills.
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Decoding, Reading, and Reading Disability
TL;DR: In this paper, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension, and it is argued that there must be three types of reading disability, resulting from an inability to decode or inability to comprehend, or both.
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Understanding normal and impaired word reading: computational principles in quasi-regular domains.
TL;DR: Analysis of the ability of networks to reproduce data on acquired surface dyslexia support a view of the reading system that incorporates a graded division of labor between semantic and phonological processes, and contrasts in important ways with the standard dual-route account.
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Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.
TL;DR: The authors introduced a regression-based logic for comparing the cognitive profiles of children developing reading skills at different rates, which is analogous to the reading-level match design, but without some of the methodological problems of that design.