Minna Torppa|Kenneth Eklund|Elsje van Bergen|Heikki Lyytinen
Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14
University of Jyväskylä|University of Jyväskylä|University of Oxford|University of Jyväskylä
study focuses stability dyslexia status grade 2 grade 8 four groups dyslexia either grade nodyslexia n 127 b dyslexia grade 2 dyslexia grade 8 lateemerging n 18 c dyslexia grade 2 grade 8 resolving n 15 dyslexia grades persistentdyslexia n 22 examined group differences age 35 age 14 reading vocabulary phonology letter knowledge rapid naming iq verbal memory b familial environmental risk supportive factors c parental skills reading phonology rapid naming verbal memory vocabulary findings showed group differences reading cognitive skills children well parents parental education bookreading frequency childrens iq however differentiate groups children persistentdyslexia group exhibited widespread language cognitive deficits across development resolving group problems language cognitive skills prior school entry lateemerging group children showed clearly compromised rapid naming additionally parents severe difficulties rapid naming finding suggests strong genetic liability findings show instability diagnosis dyslexia members lateemerging group distinct early cognitive profile lateemerging dyslexia appears difficult predict indeed children risk identified receiving required support study suggests need continued monitoring childrens progress literacy early school years