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ERIC Number: EJ1130152
Record Type: Journal
Publication Date: 2017-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0922-4777
Viewing a Phonological Deficit within a Multifactorial Model of Dyslexia
Catts, Hugh W.; McIlraith, Autumn; Bridges, Mindy Sittner; Nielsen, Diane Corcoran
Reading and Writing: An Interdisciplinary Journal, v30 n3 p613-629 Mar 2017
Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological awareness alone or in combination with other kindergarten deficits. Children with a deficit in phonological awareness in kindergarten were found to be five times more likely to have dyslexia in second grade than children without such a deficit. This risk ratio substantially increased with the addition of deficits in both oral language and rapid naming. Whereas children with one or more kindergarten deficits were at heighten risk for dyslexia, some of these children were found to be adequate or better readers. These results are discussed within a multifactorial model of dyslexia that includes both risk and protective factors.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 2; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080118