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Predictors of developmental dyslexia in European orthographies with varying complexity.
- Source :
- Journal of Child Psychology; Jun2013, Vol. 54 Issue 6, p686-694, 9p, 2 Charts, 2 Graphs
- Publication Year :
- 2013
-
Abstract
- Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00219630
- Volume :
- 54
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- Journal of Child Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 87694539
- Full Text :
- https://doi.org/10.1111/jcpp.12029