How persistent is reading disability? Individual growth curves in reading

Effects of a Randomized Reading Intervention Study Aimed at 9‐Year‐Olds: A 5‐Year Follow‐up

“…However, what speak against this is that around 5% of the total sample was identified as poor readers, which is the percentage often mentioned as being dyslexic manifested by poor word decoding (Ramus, ). The fact that the students identified as poor readers in grade 2 were still poor readers in grade 8 is in line with other studies (Jacobson, ; Snow, Burns, & Griffin, ). Thus, despite the reading intervention in grade 3, the students performed poorly in reading‐related skills.…”

“…However, there is still a need to support students with reading difficulties after formal reading instruction has started (Wanzek, Wexler, Vaughn, & Ciullo, ). The vast majority of students exhibiting poor reading in early grades do not catch up with their peers in later grades (de Jong & van der Leij, ; Jacobson, ; Landerl & Wimmer, ). McNamara, Scissons, and Gutknecth () demonstrated that children defined as having poor phonological skills in kindergarten were poor on word decoding skills in grades 1 through 3.…”

Two‐step tier three interventions for children in grade three with low reading fluency

“…The reason why the researchers chose this approach was to obtain a more thorough view regarding gender differences in reading. Earlier studies have shown that girls in middle school often have higher results on reading tests such as word recognition and reading fluency than boys (Jacobson, , ). Therefore, the present study used separate norms for girls and boys, wherever possible.…”

Long‐term effects of a psycholinguistic treatment for dyslexia

“…Since dyslexia seems to reflect a developmental deviance (Stanovich, Siegel & Gottardo, 1997), the non‐impaired readers do not serve as a suitable control for the progress made by the dyslexic group during the treatment period. In this sense, the normal reading development of dyslexics is a more informative control condition; there is clear evidence that the reading deficit of dyslexics is stable over the years (Foorman et al, 1997; Jacobson, 1999; Juel, 1988; Stanovich, 1986). The goal of this study was to test whether participants, starting with a reading and spelling deficit, can obtain a more or less normal level of reading and spelling skills after the treatment with the LEXY programme.…”