Thompson, Paul A., Hulme, Charles, Nash, Hannah M., Gooch, Debbie, Hayiou-Thomas, Emma and Snowling, Margaret J. (2015) Developmental dyslexia : predicting individual risk. Journal of Child Psychology and Psychiatry, 56 (9). pp. 976-987. doi:10.1111/jcpp.12412 ISSN 0021-9630.
Research output not available from this repository.
Request-a-Copy directly from author or use local Library Get it For Me service.
Abstract
Background:
Causal theories of dyslexia suggest that it is a heritable disorder, which is the outcome of multiple risk factors. However, whether early screening for dyslexia is viable is not yet known.
Methods:
The study followed children at high risk of dyslexia from preschool through the early primary years assessing them from age 3 years and 6 months (T1) at approximately annual intervals on tasks tapping cognitive, language, and executive-motor skills. The children were recruited to three groups: children at family risk of dyslexia, children with concerns regarding speech, and language development at 3;06 years and controls considered to be typically developing. At 8 years, children were classified as ‘dyslexic’ or not. Logistic regression models were used to predict the individual risk of dyslexia and to investigate how risk factors accumulate to predict poor literacy outcomes.
Results:
Family-risk status was a stronger predictor of dyslexia at 8 years than low language in preschool. Additional predictors in the preschool years include letter knowledge, phonological awareness, rapid automatized naming, and executive skills. At the time of school entry, language skills become significant predictors, and motor skills add a small but significant increase to the prediction probability. We present classification accuracy using different probability cutoffs for logistic regression models and ROC curves to highlight the accumulation of risk factors at the individual level.
Conclusions:
Dyslexia is the outcome of multiple risk factors and children with language difficulties at school entry are at high risk. Family history of dyslexia is a predictor of literacy outcome from the preschool years. However, screening does not reach an acceptable clinical level until close to school entry when letter knowledge, phonological awareness, and RAN, rather than family risk, together provide good sensitivity and specificity as a screening battery.
| Item Type: | Journal Article |
|---|---|
| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) |
| Journal or Publication Title: | Journal of Child Psychology and Psychiatry |
| Publisher: | Wiley-Blackwell Publishing Ltd. |
| ISSN: | 0021-9630 |
| Official Date: | September 2015 |
| Dates: | Date Event September 2015 Published 2 April 2015 Available 3 March 2015 Accepted |
| Volume: | 56 |
| Number: | 9 |
| Page Range: | pp. 976-987 |
| DOI: | 10.1111/jcpp.12412 |
| Status: | Peer Reviewed |
| Publication Status: | Published |
| Access rights to Published version: | Open Access (Creative Commons open licence) |
| URI: | https://wrap.warwick.ac.uk/160103/ |
Request changes or add full text files to a record
Repository staff actions (login required)
 |
View Item |