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

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

“…These findings are in line with those of previous studies (e.g., Furnes & Samuelsson, 2011;Moll et al, 2014;Wimmer & Mayringer, 2002). Despite the shortlived importance of phonological awareness as a predictor of reading in Finnish (e.g., Silvén, Poskiparta, Niemi, & Voeten, 2007;Torppa et al, 2015) and in other transparent orthographies (e.g., Georgiou, Parrila, & Papadopoulos, 2008;Mann & Wimmer, 2002), it has been shown to be an important predictor of spelling (e.g., Babayiğit & Stainthorp, 2010;Caravolas et al, 2012;Furnes & Samuelsson, 2011). The importance of phonological awareness in general and phoneme identification in particular is easy to understand in the case on Finnish.…”

Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice

“…The mechanisms through which these individuals achieve reading competency are not well investigated or understood [165]. Nevertheless, several cognitive and environmental protective factors have emerged in the literature including high intelligence, rich vocabulary, strong reliance on semantic context, large visual memory, strong reasoning skills, and the ability to maintain attention [166,167,168 •• ,169]. …”

Resolving reading disability—Childhood predictors and adult‐age outcomes

“…Longitudinal research has shown that developmental reading disability (RD) is a persistent deficit that impacts adult life (for reviews see Gerber, ; Swanson, ). However, follow‐up studies have continued mostly up to adolescence or the early twenties (e.g., Landerl & Wimmer, ; Torppa, Eklund, van Bergen, & Lyytinen, ) with few studies extending beyond emerging adulthood (e.g., McLaughlin, Speirs, & Shenassa, ; Maughan et al, ). Furthermore, although studies have shown continuity of RD on a group level, developmentally distinguishable subtypes of RD have also been detected, such as a group of individuals with RD who improve in their reading skill over time to the level where RD criteria are no longer met (e.g., Ferrer, Shaywitz, Holahan, Marchione, & Shaywitz, ; Torppa et al, ).…”

“…Among the cognitive predictors of reading, phonological skills and rapid automatized naming (RAN) have been the most extensively studied. Phonological skills are known to predict reading acquisition at early stages (see Papadopoulos, Spanoudis, & Georgiou, ) and early deficits in phonological awareness to predict later RD at school years (e.g., Carroll, Solity, & Shapiro, ; Puolakanaho et al, ; Torppa et al, ). Phonological deficits also tend to be persistent (e.g., Svensson & Jacobson, ; Wilson & Lesaux, ) and associated especially with reading accuracy (Kairaluoma, Torppa, Westerholm, Ahonen, & Aro, ).…”