Julia M. Carroll|Jonathan Solity|Laura Shapiro
Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities
Coventry University|Aston University
well established phonological awareness print knowledge rapid naming predict later reading difficulties however additional auditory visual motor difficulties also observed dyslexic children examined extent difficulties used predict later literacy difficultiesan unselected sample 267 children school entry completed wide battery tasks associated dyslexia reading tested 2 3 4 years later poor readers identified n 42 logistic regression multiple case study approaches used examine predictive validity different tasksas expected print knowledge verbal shortterm memory phonological awareness rapid naming good predictors later poor reading deficits visual search auditory processing also present large minority poor readers almost poor readers showed deficits least one area school entry single deficit characterised majority poor readersresults line penningtons multiple deficits view dyslexia indicate causes poor reading outcome multiple interacting probabilistic rather deterministic