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Early identification of vulnerability to problems in the acquisition of reading skill - highlights of the results of a prospective follow-up of children at familial risk for dyslexia from birth to school age| old_uid | 259 |
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| title | Early identification of vulnerability to problems in the acquisition of reading skill - highlights of the results of a prospective follow-up of children at familial risk for dyslexia from birth to school age |
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| start_date | 2005/11/28 |
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| schedule | 11h-13h |
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| online | no |
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| details | Invité par Liliane Sprenger-Charolles et Willy Serniclaes (Equipe Psycholinguistique) |
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| summary | The Jyväskylä Longitudinal study of dyslexia followed a hundered children who are at familial risk for dyslexia and another hundred controls without such a background risk. They have all now completed the second grade and participated in intensive assessment each year of their development, most recently assessments of their reading skill. The results show that most children who ended up with a compromised acquisition of reading at school age could have been identified many years before school. The earliest indications differentiate the two groups reliably and showed an reliable association also between the developlment of their reading-related skills and ERP-responses to syllabic sounds recorded at a few days of age. The most powerful predictors comprised e.g. phonological and orthographic skills. The last of them is very predictive from early before school entry. A suprising finding weas also found. A few of those children who had good start in their language acquisiotion failed to follow the normal rate of reading development. At the same time certain language problems such a delay in receptive language were highly preditive of reading failure. IQ did not play any significant role in the prediction. To respond to the expected questions of how children at risk can be helped, we have started developing preventive tools using computer games built to motivate them to learn the connection between written and sound unit from single letter/phoneme levels to larger units. Our highgly regular orthography (Finnish) seems to make this type of training effective in early reading acquisition independent of whether the child faces difficulties in the normal reading instruction environment. |
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| responsibles | Cohen |
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