Reading development subtypes and their early characteristics

Abstract

Present findings are drawn from the Jyväskylä Longitudinal Study of Dyslexia (JLD) in which about 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on reading development of the JLD children and their classmates, a total of 1750 children from four measurement points during the first two school years. In the total sample we examined whether heterogeneous developmental paths can be identified based on profiles of 1st through 2nd grade word recognition and reading comprehension skills after controlling for the classroom membership effect. Secondly we studied what kind of early language and literacy skill profiles and reading experiences characterize the children in the follow-up with differing reading development. Our analyses included comparisons of the reading development of the JLD children with and without familial risk for dyslexia. The mixture modelling procedure resulted in five reading subtypes: (1) 'Poor readers' with poor skills in both word recognition and reading comprehension, (2) 'Slow readers' with somewhat below average word recognition combined with faster than average growth in reading comprehension, (3) 'Poor comprehenders' with average word recognition combined with slower than average reading comprehension development, (4) 'Average readers' with average skills in both word recognition and reading comprehension, and (5) 'Good readers' with high level of performance in both reading skills. The children with familial risk for dyslexia performed on average at a lower level in all reading tasks than both their classmates and controls and they were over-represented in the reading subtypes with deficient fluent word recognition. Differences were found in the early language and literacy skill development of the reading subtypes.Reading Development Subtypes

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

“…Their comprehension skills were age appropriate, which is in line with previous findings (e.g. Torppa et al, 2007) that in Finnish it is possible to obtain adequate reading comprehension, despite slow reading.…”

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

“…First, our sample size was relatively small. In a larger dataset, more children with deficits may be identified with a more stringent cut-off score than the one used in the current study or with a more sophisticated analysis method, such as mixture models (e.g., Torppa et al, 2007). Second, we used different measures of phonological awareness across time and the interpretations regarding its development should be viewed with some caution.…”

“…However, Finnish schools follow the same national curriculum and the classroom level effect on student's reading skill variance is small (e.g., Torppa et al, 2007 children who were diagnosed with dyslexia in grade 2 (see Puolakanaho et al, 2007, for a detailed description of the criteria to identify the dyslexic children), 33 came from the highrisk sample and eight from the low-risk sample.…”

Προσχολικοί Δείκτες Πρόβλεψης Της Αναγνωστικής Επίδοσης

“…Η εκμάθηση της ανάγνωσης αποτελεί έναν από τους σημαντικότερους στόχους των πρώτων σχολικών ετών (Torppa, 2007). Περιλαμβάνει την απόκτηση των δεξιοτήτων ανάγνωσης λέξεων και κατανόησης της ανάγνωσης • Gough, et al, 1996.…”

“…Αυτό κάνει την κατάκτηση της ακρίβειας ανάγνωσης μια γρήγορη και εύκολη διαδικασία για τους αρχάριους αναγνώστες (Seymour, Aro, & Erskine, 2003). Η ευκολία με την οποία η ακρίβεια ανάγνωσης μπορεί να επιτευχθεί σε μια συνεπεή ορθογραφικά γλώσσα, έχει αλλάξει την εστίαση για τον προσδιορισμό των δυσκολιών ανάγνωσης σε δοκιμασίες που αξιολογούν την ευχέρεια ανάγνωσης (Torppa, 2007 ομιλίας τα αγγλικά (Holopainen, 2001). Μετά από τα αποτελέσματα των Korhonen (1991bKorhonen ( , 1995 στα φιλανδικά και των Wimmer et al (2002) Επιπλέον, διαπιστώθηκε ότι η γρήγορη κατονομασία μπορεί να είναι ισχυρότερος προβλεπτικός δείκτης της αναγνωστικής επίδοσης στις ορθογραφικά συνεπείς γλώσσες σε αντιδιαστολή με τις μη ορθογραφικά συνεπείς γλώσσες .…”