Developing literacy in families with histories of reading problems: preliminary results from a longitudinal study of young children of dyslexic parents

Hagtvet, Bente Eriksen; Horn, Erna; Lassen, Liv M.; Lauvås, Kirsti; Lyster, Sol; Misund, Sidsel

doi:10.1080/0885625990140204

Cited by 4 publications

(2 citation statements)

References 11 publications

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“…The comparison group selected had in spite of being at familial risk for dyslexia developed normal literacy skills. The at-risk children were recruited through newspapers and public health centres and were drawn from 140 families where at least one parent and one other relative was dyslexic (the design and sampling methods of the at-risk children and their families are described in detail elsewhere; see Hagtvet 1997;Hagtvet et al, 1998). The present study presents the reading outcome in a follow-up assessment conducted when these children were 10 years old.…”

Section: Participantsmentioning

confidence: 99%

Developmental dyslexia in Norwegian: evidence from single-case studies

Nergård‐Nilssen

2006

Dyslexia

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This study provides detailed descriptions of the reading impairments in four 10-year-old Norwegian children with dyslexia. In all four cases reading comprehension was well in advance of the children's slow and inaccurate word-recognition skills. Phonological decoding (as assessed by pseudohomophone and nonword reading) appeared relatively unimpaired in three of the dyslexic cases, both in terms of speed and accuracy. However, reading errors showed that these children had particular difficulties with both phoneme length and phoneme quality awareness in reading. A 'phonemic identification deficit' account for developmental dyslexia in Norwegian children is suggested.

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Section: Participantsmentioning

confidence: 99%

Developmental dyslexia in Norwegian: evidence from single-case studies

Nergård‐Nilssen

2006

Dyslexia

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“…The children with dyslexia were drawn from the Oslo Longitudinal Study of Dyslexia, which had followed children born at familial risk for dyslexia from age 2 years through third grade (for more details, see Hagtvet et al, 1998). A follow-up assessment was conducted when these children were in fifth grade, with an average age 10 years 7 months old.…”

Section: Participantsmentioning

confidence: 99%

Word-Decoding Deficits in Norwegian: The Impact of Psycholinguistic Marker Effects

Nergård‐Nilssen

2006

Read Writ

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The effects of regularity, frequency, lexicality, and granularity on single word reading in Norwegian children with dyslexia and control children matched for age and reading level were examined. The reading impaired children showed the same pattern of performance as younger children matched for reading level on most tasks except for the fact that they worse at nonword reading. The findings are discussed against different theoretical models of reading.

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Reading Development and Reading Disabilities: Focus on Norway

Lyster¹

Advances in Learning and Behavioral Disabilities

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Developing literacy in families with histories of reading problems: preliminary results from a longitudinal study of young children of dyslexic parents

Cited by 4 publications

References 11 publications

Developmental dyslexia in Norwegian: evidence from single-case studies

Developmental dyslexia in Norwegian: evidence from single-case studies

Word-Decoding Deficits in Norwegian: The Impact of Psycholinguistic Marker Effects

Reading Development and Reading Disabilities: Focus on Norway

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