6533b820fe1ef96bd127a27c
RESEARCH PRODUCT
Predictors of developmental dyslexia in European orthographies with varying complexity
Isabelle Soares-boucaudKristina MollKristina MollValéria CsépeSylviane ValdoisBertram Müller-myhsokDénes TóthCatherine BillardSanne Van Der MarkMichael Conlon O'donovanGerd Schulte-körneFlorence GeorgeChristophe Loïc GérardEnrico SchulzEnrico SchulzLohvansuu KaisaIsabelle Comte-gervaisSarah KunzeNina NeuhoffDaniel BrandeisCaroline BogliottiYves ChaixAnniek VaessenEmilie LongerasEmilie LongerasJürgen BartlingStéphanie IannuzziJohannes C. ZieglerJean-françois DémonetJulie WilliamsPaavo H.t. LeppänenCamille ChabernaudKarin LanderlKarin LanderlMichel EkkebusFranck RamusUrs MaurerLeo BlomertPatty GerretsenHeikki LyytinenJennifer BruderFlorence Delteil-pintonFerenc Honbolygósubject
Phonemic awareness4. Education05 social sciencesIndo-European languagesDyslexia050301 educationShort-term memoryPhonologymedicine.diseasebehavioral disciplines and activities050105 experimental psychologyDevelopmental psychologyPsychiatry and Mental healthPediatrics Perinatology and Child HealthDevelopmental and Educational PsychologyFinno-Ugric languagesmedicine0501 psychology and cognitive sciencesPsychology0503 educationRapid automatized namingOrthographydescription
Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2012-12-10 | Journal of Child Psychology and Psychiatry |