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Assessing Dyslexia at Six Year of Age
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Developmental dyslexia: predicting individual risk.

Paul A Thompson1, Charles Hulme2, Hannah M Nash3

  • 1University of Oxford, Oxford, UK.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|April 3, 2015
PubMed
Summary
This summary is machine-generated.

Early screening for dyslexia is challenging due to multiple risk factors. While family history is an early indicator, phonological awareness and rapid automatized naming (RAN) are better predictors closer to school entry.

Keywords:
Familial (family) riskdyslexiaearly identificationexecutive motorlanguage skillsreading disability

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Area of Science:

  • Developmental psychology
  • Neuroscience
  • Educational psychology

Background:

  • Dyslexia is considered a heritable disorder influenced by multiple risk factors.
  • The viability of early dyslexia screening remains uncertain.

Purpose of the Study:

  • To investigate the predictive value of various risk factors for dyslexia from preschool through early primary years.
  • To determine the optimal timing and combination of assessments for effective dyslexia screening.

Main Methods:

  • Longitudinal study tracking high-risk children from age 3.5 years to 8 years.
  • Assessment of cognitive, language, and executive-motor skills at annual intervals.
  • Logistic regression and ROC curve analysis to identify predictors and cumulative risk.

Main Results:

  • Family risk was a stronger preschool predictor than low language; however, language skills became significant predictors at school entry.
  • Preschool predictors included letter knowledge, phonological awareness, rapid automatized naming (RAN), and executive skills.
  • Motor skills added a small but significant predictive increase at school entry; screening accuracy improved near school entry.

Conclusions:

  • Dyslexia arises from multiple cumulative risk factors, with language difficulties at school entry indicating high risk.
  • Family history predicts literacy outcomes from preschool, but screening effectiveness improves closer to school entry.
  • A screening battery including letter knowledge, phonological awareness, and RAN offers good sensitivity and specificity near school entry.