Minna Torppa|Anna?Maija Poikkeus|Marja?Leena Laakso|Kenneth Eklund|Heikki Lyytinen
Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia.
University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Jyväskylä
authors examined developmental trajectories childrens early letter knowledge relation measures spanning encompassing prior languagerelated cognitive measures environmental factors subsequent grade 1 reading achievement letter knowledge assessed longitudinally ages 45 50 55 65 years earlier language skills environmental factors assessed ages 35 45 years reading achievement assessed beginning end grade 1 analyses conducted longitudinal data set involving children without familial risk dyslexia emerging trajectory analysis letter knowledge 3 separate clusters delayed n 63 linearly growing n 73 precocious n 51 members delayed cluster predominantly children familial risk dyslexia members precocious cluster predominantly control group children phonological sensitivity phonological memory rapid naming skills predicted delayed letter knowledge environmental predictors included level maternal education amount letter name teaching familial risk dyslexia made significant contribution predictive relations membership delayed cluster predicted poor reading performance grade 1