Bart Boets|Bert De Smedt|Leen Cleuren|Ellen Vandewalle|Johan Wouters|Pol Ghesquière
Towards a further characterization of phonological and literacy problems in Dutch?speaking children with dyslexia
KU Leuven|KU Leuven|KU Leuven|KU Leuven|KU Leuven|KU Leuven
longitudinal study examined development phonology literacy dutchspeaking children family risk dyslexia matched controls measures administered kindergarten start formal reading instruction first third grade children diagnosed dyslexia third grade showed impaired phonological awareness pa verbal shortterm memory rapid automatic naming ability ran time points deficit pa aggravating time children also performed poorly letter knowledge word nonword reading accuracy speed spelling time point children family risk dyslexia fulfil criteria dyslexia scored poorly lowrisk controls literacy phonological measures required finegrained phonological representations suggests family risk dyslexia continuous rather discrete hierarchical regression analyses demonstrated pa ran initially important instigators reading accuracy reading speed respectively 2 years reading instruction ran predicted reading speed accuracy letter knowledge reading accuracy reading speed also contributed development pa