Paul A. Thompson|Charles Hulme|Hannah Nash|Debbie Gooch|Marianna E. Hayiou?Thomas|Margaret J. Snowling
Developmental dyslexia: predicting individual risk
University of Oxford|University College London|University of Leeds|Royal Holloway University of London|University of York|University of Oxford
background causal theories dyslexia suggest heritable disorder outcome multiple risk factors however whether early screening dyslexia viable yet known methods study followed children high risk dyslexia preschool early primary years assessing age 3 years 6 months t1 approximately annual intervals tasks tapping cognitive language executivemotor skills children recruited three groups children family risk dyslexia children concerns regarding speech language development 306 years controls considered typically developing 8 years children classified dyslexic logistic regression models used predict individual risk dyslexia investigate risk factors accumulate predict poor literacy outcomes results familyrisk status stronger predictor dyslexia 8 years low language preschool additional predictors preschool years include letter knowledge phonological awareness rapid automatized naming executive skills time school entry language skills become significant predictors motor skills add small significant increase prediction probability present classification accuracy using different probability cutoffs logistic regression models roc curves highlight accumulation risk factors individual level conclusions dyslexia outcome multiple risk factors children language difficulties school entry high risk family history dyslexia predictor literacy outcome preschool years however screening reach acceptable clinical level close school entry letter knowledge phonological awareness ran rather family risk together provide good sensitivity specificity screening battery