Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes

Abstract

The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyväskylä Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills.

Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia

“…In addition, to see the possible mediator roles between the infant ERPs and adolescent reading, the associations with preschool cognitive measures assessed at the age of 5.5 years -phonology, letter naming, RAN, and verbal STM -were studied. As previously seen, phonological skills are associated with reading accuracy, and rapid automatized naming (RAN) with reading speed (Georgiou, Parrila, & Papadopoulos, 2008;Puolakanaho et al, 2008). Studies have suggested a link between early speech processing and later reading by finding differences between the ERPs in infants with and without family risk for dyslexia Guttorm et al, 2003;.…”

“…In addition, familial risk negatively influences reading acquisition in spite of adequate performance in rapid naming and phonological awareness (Torppa et al, 2012;Puolakanaho et al, 2008). The transparency of orthography also has an effect on dyslexia: with its opaque orthography, English is much more challenging to learn to read compared to very transparent languages like Finnish, with almost one-to-one consistent mapping between letters and phonemes.…”

“…The performance in three reading tasks -oral text, oral pseudo-word text, and oral word list reading -was used to calculate the average scores for reading accuracy (the percentage of correctly read words) and reading speed (letters read/second) in 8 th grade at the age of 14 years (for details, see Puolakanaho et al, 2008;Eklund, Torppa, Aro, Leppänen, & Lyytinen, 2015).…”

Eficácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento

“…Os resultados deste estudo evidenciaram também que os escolares com dislexia apresentaram di culdade quanto à leitura de palavra e pseudopalavras, leitura rápida de palavras e pseudopalavras, discriminação de sons, nomeação automática rápida, consciência fonológica e memória verbal [24][25][26] . Em situação de pós-testagem, pode-se vericar que os escolares disléxicos apresentaram melhor desempenho na maioria das habilidades cognitivo-linguísticas avaliadas, mostrando que estes se bene ciam de um tratamento que explore as habilidades do processamento linguístico, pois, os escolares disléxicos apresentam disfunções em mecanismos de percepção responsáveis pelo processamento auditivo temporal da informação.…”

“…Assim, os escolares disléxicos, no contexto de sala de aula, poderiam superar a di culdade com a memória verbal, melhorando o desempenho na decodi cação e compreensão da leitura e aumentando o vocabulário 26,28 . Neste estudo, veri cou-se que tanto os escolares com dislexia como os escolares sem histórico de problemas de aprendizagem melhoraram seu desempenho em estratégias de percepção, discriminação, armazenamento e recuperação de informação silábica e fonêmica, conforme descrito em estudos internacionais 7,29 e estudos nacionais [12][13][14] .…”