Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities

Julia M. Carroll, Jonathan Solity, Laura R. Shapiro

    Research output: Contribution to journalArticlepeer-review

    56 Citations (Scopus)
    26 Downloads (Pure)

    Abstract

    Background It is well established that phonological awareness, print knowledge and rapid naming predict later reading difficulties. However, additional auditory, visual and motor difficulties have also been observed in dyslexic children. It is examined to what extent these difficulties can be used to predict later literacy difficulties. Method An unselected sample of 267 children at school entry completed a wide battery of tasks associated with dyslexia. Their reading was tested 2, 3 and 4 years later and poor readers were identified (n = 42). Logistic regression and multiple case study approaches were used to examine the predictive validity of different tasks. Results As expected, print knowledge, verbal short-term memory, phonological awareness and rapid naming were good predictors of later poor reading. Deficits in visual search and in auditory processing were also present in a large minority of the poor readers. Almost all poor readers showed deficits in at least one area at school entry, but there was no single deficit that characterised the majority of poor readers. Conclusions Results are in line with Pennington's (2006) multiple deficits view of dyslexia. They indicate that the causes of poor reading outcome are multiple, interacting and probabilistic, rather than deterministic.
    Original languageEnglish
    Pages (from-to)750-758
    JournalJournal of Child Psychology and Psychiatry and Allied Disciplines
    Volume57
    Issue number6
    Early online date12 Dec 2015
    DOIs
    Publication statusPublished - Jun 2016

    Bibliographical note

    This is an open access article under the terms of the Creative Commons Attribution License, which permits use and distribution in any medium, provided the original work is properly cited.

    Keywords

    • Dyslexia
    • educational attainment
    • longitudinal studies
    • prediction
    • phonological processing

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