Early Identification and Prevention of Dyslexia: Results from a Prospective Follow-up Study of Children at Familial Risk for Dyslexia

The precursors of double dissociation between reading and spelling in a transparent orthography

“…Given that we assessed home learning environment before children had received formal reading and spelling instruction and possibly before showing any signs of problems, we may have reduced our chances of finding significant differences between the groups. It is also possible that the results reflect fathers' literacy skills that were not assessed here (e.g., Grigorenko, 2001;Lyytinen et al, 2008;Olson, 2006;van Bergen, de Jong, Plakas, Maassen, & van der Leij, 2012). Father's poor reading skills may for example be manifested in the low amount of shared reading with their children.…”

“…Jong & van der Leij, 2003;Escribano, 2007;Landerl et al, 1997;Lyytinen et al, 2008;Mouzaki & Sideridis, 2008;Tressoldi, Stella, & Faggella, 2001;Wimmer, 1993).…”

Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14

“…First, it should be noted that our findings call for replication, because the late-emerging and resolving groups were rather small. Second, because the data came from a family risk study (see Lyytinen et al, 2008), it includes a higher prevalence of dyslexia than expected in the general population.…”

“…All children (n = 182) 1 were participants of the Jyväskylä Longitudinal Study of Dyslexia (JLD) (see Lyytinen, et al, 2008), originally selected for one of two samples: those with family risk for dyslexia or those without it. Children at risk (n = 101) had a parent and one or more other close family members with dyslexia.…”

Supporting Urgent Basic Reading Skills in Children in Africa and Around the World

“…the Jyväskylä Longitudinal Study of Dyslexia (see Lyytinen et al, 2008;Torppa, Lyytinen, Erskine, Eklund, & Lyytinen, 2010) for more recent reviews of this research) showed that children who faced reading problems in first grade could be identified years earlier. The outcome of this conclusion was the initial and ongoing development of preventative support for these young readers.…”