Julia M. Carroll|Ian R. Mundy|Anna Cunningham
The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress
University of Warwick|Coventry University|Aston University
abstract well established speech language phonological skills closely associated literacy children family risk dyslexia frd tend show deficits areas preschool years paper examines relationships frd skills whether deficits speech language phonological processing fully account increased risk dyslexia children frd one hundred fiftythree 46yearold children 44 frd completed battery speech language phonology literacy tasks word reading spelling retested 6 months later text reading accuracy reading comprehension tested 3 years later children frd increased risk developing difficulties reading accuracy reading comprehension four groups compared good poor readers without frd cases good readers outperformed poor readers regardless family history effect family history naming nonword repetition regardless literacy outcome suggesting role speech production skills endophenotype dyslexia phonological processing predicted spelling language predicted text reading accuracy comprehension frd significant additional predictor reading spelling controlling speech production language phonological processing suggesting children frd show additional difficulties literacy cannot fully explained terms language phonological skills