Maggie Snowling|Monica Melby?Lervåg
Oral language deficits in familial dyslexia: A meta-analysis and review.
University of Oxford|University of Oslo|St. John's College|University of Oxford|University of Oslo|St. John's College
article reviews 95 publications based 21 independent samples examined children family risk reading disorders report children family risk dyslexia experience delayed language development infants toddlers preschool period significant difficulties phonological processes well broader language skills acquiring foundations decoding skill letter knowledge phonological awareness rapid automatized naming ran findings mixed regard auditory visual perception appear subject slow motor development lack control comorbidities confounds interpretation longitudinal studies outcomes show children family risk go fulfil criteria dyslexia severe impairments preschool language defined normal readers latter group less well controls similarly school age family risk dyslexia associated significantly poor phonological awareness literacy skills although strong evidence children family risk brought environment differs significantly controls parents tend lower educational levels read less frequently together findings suggest phonological processing deficit conceptualized endophenotype dyslexia increases continuous risk reading difficulties turn impact may moderated protective factors psycinfo database record