Predictors of developmental dyslexia in European orthographies with varying complexity. (10th December 2012)

• Record Type: Journal Article
• Authors: Landerl, Karin; Ramus, Franck; Moll, Kristina; Lyytinen, Heikki; Leppänen, Paavo H. T.; Lohvansuu, Kaisa; O'Donovan, Michael; Williams, Julie; Bartling, Jürgen; Bruder, Jennifer; Kunze, Sarah; Neuhoff, Nina; Tóth, Dénes; Honbolygó, Ferenc; Csépe, Valéria; Bogliotti, Caroline; Iannuzzi, Stéphanie; Chaix, Yves; Démonet, Jean‐François; Longeras, Emilie; Valdois, Sylviane; Chabernaud, Camille; Delteil‐Pinton, Florence; Billard, Catherine; George, Florence; Ziegler, Johannes C.; Comte‐Gervais, Isabelle; Soares‐Boucaud, Isabelle; Gérard, Christophe‐Loïc; Blomert, Leo; Vaessen, Anniek; Gerretsen, Patty; Ekkebus, Michel; Brandeis, Daniel; Maurer, Urs; Schulz, Enrico; van der Mark, Sanne; Müller‐Myhsok, Bertram; Schulte‐Körne, Gerd;
• Is Part Of: Journal of child psychology and psychiatry and allied disciplines. Volume 54:Number 6(2013:Jun.)
• Page Start: 686
• Page End: 694
• Publication Date: 2012-12-10
• Subjects: Child psychology -- Periodicals; Child psychiatry -- Periodicals; 155.4
• DOI: 10.1111/jcpp.12029
• Languages: English
• ISSNs: 0021-9630

Abstract

<abstract abstract-type="main" xml:lang="en"> <title> <x xml:space="preserve">Abstract</x> </title> <p> <bold>Background: </bold> 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.</p> <p> <bold>Methods: </bold> 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).</p> <p> <bold>Results: </bold> 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.</p> <p> <bold>Conclusions: </bold> 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.</p> </abstract>