Family History Is Not Useful in Screening Children for Dyslexia

Ferrer, Emilio; Shaywitz, Bennett A.; Holahan, John M.; Shaywitz, Sally E.

doi:10.1007/s40817-021-00110-0

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…Family history of reading problems was not included in our analysis, although prior studies found some contribution to a prediction model ( 36 ). However, a recent longitudinal study with a representative, epidemiological sample did not report acceptable AUC values for predicting reading problems by eliciting family risk factors ( 88 ), therefore diminishing the predictive value of family risk factors. This effect is expected especially for a German-speaking country because there are usually reservations about reporting family predispositions, and therefore no or unreliable information is provided.…”

Section: Discussionmentioning

confidence: 96%

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry

et al. 2022

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BackgroundReading is a crucial competence associated with academic development, mental health, and social adaptation. Reading difficulties are often detected at a late stage, with a possible negative impact on long-term reading development and secondary developmental disadvantages. The first manifestations of reading difficulties can be identified by word reading deficits in first and second grade, paving the way for specific interventions. For widespread implementation, instruments must be easy to use and motivating for children.ObjectivesDevelopment and validation of an economical, well-accepted, and accurate screening tool composed of the domains of phonological information processing, language skills, and non-verbal intelligence in regular school settings.DesignIn 2020, the screening tool was used on a sample of 409 first graders between the second and fifth weeks of school in a one-to-one setting. Additionally, information on parental education and the use of German and/or other languages by the child was collected using a parental questionnaire. A follow-up involving the use of established standardized word reading tests was conducted at the end of the first school year.ResultsA five-variable screening tool consisting of the dimensions of phonological information processing (letter knowledge, rapid naming, and phonological awareness) and linguistic skills (receptive vocabulary and morphosyntax) showed statistical relevance (AUC = 0.78; sensitivity 0.80, specificity 0.74) for predicting word reading problems concerning reading speed (<16th percentile) at the end of first grade, whereas gender, first language, and age of first exposure to the German language did not contribute to the prediction. The instrument was well accepted by the children and screeners and can be administered within an acceptable time frame.ConclusionWord reading deficits at the end of first grade can be predicted by the use of an app-based screening tool at school entry that includes phonological information processing and language skills. Further validation and assessment of empirical feasibility data are needed to support the screening instrument for German orthography.

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Section: Discussionmentioning

confidence: 96%

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry

et al. 2022

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“…Second, in order to be optimally effective, screening batteries should include specific measures appropriate for students' grades and exposure to instruction (Miciak & Fletcher, 2020). Additionally, Ferrer et al (2022) found that family history is not an accurate screener for dyslexia and Burns et al (2023) showed that a teacher rating form about students' reading skills was far less accurate as a screening tool than direct assessments of reading such as curriculum-based measurement (CBM).…”

Section: Screeningmentioning

confidence: 99%

Understanding Dyslexia Guidance for Parents and Teachers: A Review of States' Handbooks

Brown-Chidsey,

Scott,

Hauerwas

et al. 2024

Learning Disabilities Research & Practice

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Most U.S. states have laws related to supporting students with dyslexia, including dyslexia screening, intervention, and teacher training. Additionally, 40 states have published dyslexia handbooks that include information about defining dyslexia, screening, core instruction, intervention, and progress monitoring. This study utilized a qualitative content analysis to identify the major topics and themes included in these handbooks. Results showed that most of the handbooks included details about the intended audience, defining dyslexia, methods of assessment, types of instruction and intervention, information for parents, and additional resources. Dominant themes in the handbook content were translating research to practice, educator focus, intervention over instruction, and a lack of information related to multilingual learners. The findings suggest that the current handbooks offer consistent information about the definition and features of dyslexia but do not always include information from research-based practices to support students with dyslexia.

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“…Some studies have utilized a dichotomous, or yes-versus-no, measure on parents’ general self-report of reading or math difficulties to operationalize familial academic history ( Landerl and Moll, 2010 ; Erbeli et al, 2019 ; Khanolainen et al, 2020 ). Using such approach, some have found that this indicator of familial reading history does not contribute substantially beyond performance-based assessment to screening children for reading difficulties ( Ferrer et al, 2021 ). Others have used the ARHQ to capture the continuous nature in familial history of reading difficulties based on related clinical and additive features observed across the lifespan, such as learning to read in elementary school, current reading behaviors and print exposure, and attitude toward literacy (e.g., Lefly and Pennington, 2000 ).…”

Section: Summary and Implicationsmentioning

confidence: 99%

Tracking Familial History of Reading and Math Difficulties in Children’s Academic Outcomes

2022

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The current study aimed to investigate the extent to which familial history of reading and math difficulties have an impact on children’s academic outcomes within a 3-year longitudinal study, which evaluated their core reading and math skills after first (N = 198; 53% girls) and second grades (N = 166), as well as performance on complex academic tasks after second and third grades (N = 148). At baseline, parents were asked to complete the Adult Reading History Questionnaire (ARHQ) and its adaption, Adult Math History Questionnaire (AMHQ), to index familial history of reading and math difficulties, respectively. Preliminary findings established the psychometric properties of the AMHQ, suggesting that it is a reliable and valid scale. Correlation analyses indicated that the ARHQ was negatively associated with children’s reading skills, whereas the AMHQ was negatively related to math outcomes. Path results revealed that the ARHQ predicted children’s performance on complex reading tasks indirectly via their core reading skills, and the AMHQ was linked to complex math outcomes indirectly via core math abilities. The ARHQ was also found to be negatively correlated with measures of children’s math performance, with path findings suggesting that these relations were indirectly explained by differences in their core reading skills. These results suggest that assessing familial risk for academic difficulties may be crucial to understanding comorbid etiological and developmental associations between reading and math differences.

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Family History Is Not Useful in Screening Children for Dyslexia

Cited by 4 publications

References 26 publications

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry

Understanding Dyslexia Guidance for Parents and Teachers: A Review of States' Handbooks

Tracking Familial History of Reading and Math Difficulties in Children’s Academic Outcomes

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