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Related Experiment Video

Updated: Dec 31, 2025

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Predicting Dyslexia in Children With Developmental Language Disorder.

Crystle N Alonzo¹, Autumn L McIlraith², Hugh W Catts³

¹MGH Institute of Health Professions, Boston, MA.

Journal of Speech, Language, and Hearing Research : JSLHR

|January 8, 2020

Summary

Kindergarten letter identification is a key predictor of dyslexia in children with developmental language disorder (DLD). This finding supports early screening for dyslexia in all children.

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Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

Developmental Psychology
Educational Psychology
Linguistics

Background:

Early identification of reading difficulties is crucial for intervention.
Children with developmental language disorder (DLD) are at higher risk for dyslexia.
Understanding predictive factors for dyslexia in DLD is essential for targeted support.

Purpose of the Study:

To investigate the predictive power of kindergarten letter identification and phonological awareness on 2nd-grade word reading and dyslexia.
To compare these predictive relationships in children with DLD versus those with typical language (TL).

Main Methods:

Logistic regression was used to predict dichotomous dyslexia (good vs. poor word reading).
Quantile regression analyzed the association between early skills and word reading across a continuum.
Participants included children with DLD and age/grade-matched peers with TL.

Main Results:

Letter identification uniquely predicted dyslexia in 2nd-grade children with DLD.
Both letter identification and phonological awareness predicted dyslexia in children with TL.
Letter identification was a stronger predictor for lower-achieving word readers in both DLD and TL groups.

Conclusions:

Letter identification is a more accurate predictor of dyslexia than phonological awareness in kindergarten children with DLD.
Findings have implications for U.S. legislation mandating early dyslexia identification.
Early screening focusing on letter identification may benefit children with DLD at risk for reading disorders.