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Precursors of reading difficulties in Czech and Slovak Children at-risk of dyslexia
Moll, Kristina Thompson, Paul A. Mikulajova, Marina Jagercikova, Zuzana Kucharska, Anna Franke, Helena Hulme, Charles Snowling, Margaret J.
Moll, Kristina
Thompson, Paul A.
Mikulajova, Marina
Jagercikova, Zuzana
Kucharska, Anna
Franke, Helena
Hulme, Charles
Snowling, Margaret J.
Abstract
Children with preschool language difficulties are at high risk of literacy problems; however, the nature of the relationship between delayed language development and dyslexia is not understood. Three hundred eight Slovak and Czech children were recruited into three groups: family risk of dyslexia, speech/language difficulties and controls, and were assessed three times from kindergarten until Grade 1. There was a twofold increase in probability of reading problems in each risk group. Precursors of ‘dyslexia’ included difficulties in oral language and code-related skills (phoneme awareness, letter-knowledge and rapid automatized naming); poor performance in phonological memory and vocabulary was observed in both affected and unaffected high-risk peers. A two-group latent variable path model shows that early language skills predict code-related skills, which in turn predict literacy skills. Findings suggest that dyslexia in Slavic languages has its origins in early language deficits, and children who succumb to reading problems show impaired code-related skills before the onset of formal reading instruction.
Keywords
risk of dyslexia, language impairment, phonological deficit, precursors of literacy skills, endophenotypes, slavic languages
Date
2016
Type
Journal article
Journal
Dyslexia
Book
Volume
22
Issue
2
Page Range
120-136
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Source URL
Event URL
Open Access Status
License
File Access
Controlled