The development of children at familial risk for dyslexia: Birth to early school age

Abstract

Children at risk for familial dyslexia (n = 107) and their controls (n = 93) have been followed from birth to school entry in the Jyvaskyla Longitudinal study of Dyslexia (JLD) on developmental factors linked to reading and dyslexia. At the point of school entry, the majority of the at-risk children displayed decoding ability that fell at least 1 SD below the mean of the control group. Measures of speech processing were the earliest indices to show both group differences in infancy and also significant predictive associations with reading acquisition. A number of measures of language, including phonological and morphological skill collected repeatedly from age three, revealed group differences and predictive correlations. Both the group differences and the predictive associations to later language and reading ability strengthened as a function of increasing age. The predictions, however, tend to be stronger and the spectrum of significant correlations wider in the at-risk group. These results are crucial to early identification and intervention of dyslexia in at-risk children.

Understanding Dyslexia in Children Through Human Development Theories = فهم عسر القراءة لدى الأطفال من خلال نظريات التطور البشري

“…There are many methods for screening, and it can be done as early as at birth or in the first year of life. 38,[42][43][44] The majority of publications indicate that screening is done during preschool years. [30][31][32][33][34][35][36][37][38][39][40][41] Two publications Thuraya Ahmed Al-Shidhani and Vinita Arora review | 291…”

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade

“…In a recent study, rapid naming has been found to be a more robust long-term predictor compared to phonological awareness (Furnes and Samuelsson, 2010), a measure which has been reported to lose its predictive influence on reading difficulties after the early grades and, rather, predicts individual variation in early phases (Leppänen et al, 2006;Wimmer et al, 1991). Low letter knowledge before school has often been observed in children with severe problems in learning grapheme-phoneme associations and has thus also been proposed as a valuable predictor of an increased risk of developing a reading disorder (Lyytinen et al, 2004).…”

Una revisión de la literatura acerca de las características neuropsicológicas de niños con craneosinostosis simple en diferentes edades

“…40% de la muestra tuvo problemas de aprendizaje podría ser una causa del retraso en la adquisición del lenguaje que se observa en los niños con craneosinostosis simple en edades posteriores. Se sabe que las dificultades de aprendizaje, sobre todo la dislexia, tiene como base problemas de lenguaje y que éstos pueden ser evidentes desde los primeros años de vida manifestándose como retraso en su adquisición, dificultad para procesar el sonido de las palabras 43,44 y un vocabulario deficiente 45 . Algunos reportes en niños con craneosinostosis simple mencionan problemas en la adquisición del lenguaje, problemas de articulación y de abstracción y posiblemente sean estas deficiencias las que podrían estar condicionando las dificultades en el aprendizaje reportadas en etapa escolar.…”