Predictors for Grade 6 Reading in Children at Familial Risk of Dyslexia

Autor/inn/en	van Setten, Ellie R. H.; Hakvoort, Britt E.; van der Leij, Aryan; Maurits, Natasha M.; Maassen, Ben A. M.
Titel	Predictors for Grade 6 Reading in Children at Familial Risk of Dyslexia
Quelle	In: Annals of Dyslexia, 68 (2018) 3, S.181-202 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Setten, Ellie R. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-018-0162-1
Schlagwörter	Grade 6; At Risk Students; Reading Fluency; Reading Comprehension; Prediction; Grade 3; Elementary School Students; Dyslexia; Correlation; Vocabulary Development; Phonological Awareness; Genetics; Naming + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Leseverstehen; Vorhersage; School year 03; 3. Schuljahr; Schuljahr 03; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Korrelation; Wortschatzarbeit; Humangenetik
Abstract	The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. However, FR did not explain any variance on top of grade 3 reading fluency. Grade 3 reading fluency strongly predicted grade 6 reading fluency and was also related to reading comprehension. RAN improved the prediction of grade 6 reading fluency, though the additional explained variance was small. Vocabulary and PA fully explained the variance that grade 3 reading fluency explained in grade 6 reading comprehension. Vocabulary explained a substantial amount of variance in grade 6 reading comprehension making it an interesting clinical target. As we used continuous measures of reading fluency and FR, our findings are not biased by distinct diagnostic criteria. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01