Sophie Dandache|Johan Wouters|Pol Ghesquière
Development of Reading and Phonological Skills of Children at Family Risk for Dyslexia: A Longitudinal Analysis from Kindergarten to Sixth Grade
KU Leuven
main focus article develop better understanding developmental trajectories literacy phonological skills within dutchspeaking children children high low risk dyslexia followed compared four different moments kindergarten first third sixth grades three groups compared 1 dyslexic readers 2 normal readers high risk dyslexia 3 normal readers low risk dyslexia children diagnosed dyslexia scored lower highrisk normal readers phonological awareness pa rapid automatized naming ran verbal shortterm memory literacy skills normal readers high risk scored groups confirming dyslexia considered continuum rather allornone condition growth analyses showed three groups evolved similarly measures except phoneme deletion literacy measures finally solely pa ran explained significant amount variance evolution reading skills