S Taylor, S Muncer
Redressing the power and effect of significance. A new approach to an old problem: teaching statistics to nursing students
Nurse education today
development 56 children family risk dyslexia followed age 3 years 9 months 8 years highrisk group 66 reading disabilities age 8 years compared 13 control group similar middleclass backgrounds however family risk dyslexia continuous highrisk children fulfil criteria reading impairment 8 years performed poorly age 6 highrisk impaired children tests graphemephoneme knowledge findings interpreted within interactive model reading development problems establishing phonological pathway dyslexic families may compensated early children strong language skills