000			01580nam a22002297a 4500
003			ZW-GwMSU
005			20221104124203.0
008			221104b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100			_aEklund, Kenneth _eauthor
245			_aLiteracy skill development of children with familial risk for dyslexia through grades 2, 3, and 8. _ccreated by Kenneth Eklund , Torppa, M., Aro, M., Leppänen, P. H. T., & Lyytinen, H
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume , number ,
520			_aThis study followed the development of reading speed, reading accuracy, and spelling in transparent Finnish orthography in children through Grades 2, 3, and 8. We compared 2 groups of children with familial risk for dyslexia—1 group with dyslexia (Dys_FR, n = 35) and 1 group without (NoDys_FR, n = 66) in Grade 2—with a group of children without familial risk for dyslexia (controls, n = 72). The Dys_FR group showed persistent deficiency, especially in reading speed, and, to a minor extent, in reading and spelling accuracy. The Dys_FR children, contrary to the other 2 groups, relied heavily on letter-by-letter decoding in Grades 2 and 3. In children not fulfilling the criteria for dyslexia in Grade 2, the familial risk did not substantially affect the subsequent development of literacy skills
650			_areading development
650			_aspelling development
650			_afamilial risk
856			_uhttps://doi.org/10.1037/a0037121
942			_2lcc _cJA
999			_c160074 _d160074