Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes / Tuija ARO in Journal of Clinical Child & Adolescent Psychology, 38-6 (November-December 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.883-898 Titre : Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Tuija ARO, Auteur ; Timo AHONEN, Auteur ; Kenneth EKLUND, Auteur ; Anna-Maija POIKKEUS, Auteur ; Asko TOLVANEN, Auteur ; Heikki LYYTINEN, Auteur ; Marja-Leena LAAKSO, Auteur ; Helena VIHOLAINEN, Auteur ; Jari-Erik NURMI, Auteur Année de publication : 2009 Article en page(s) : p.883-898 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This longitudinal study examined the predictive associations between cumulative multidomain risk factors and cognitive (IQ), academic (reading fluency), and social adaptive outcomes at 8 to 9 years among 190 children with or without familial risk for dyslexia. Other risk factors included parental and neurocognitive risks assessed when the children were 1 to 6 years of age. Risks accumulated more among children with familial risk for dyslexia than among children without familial risk. A higher number of risks was associated with poorer performance in all outcome measures as postulated by the cumulative risk model. However, when the effects of individual risk variables were controlled for at the outset, the cumulative risk indices did not have incremental effects beyond those of individual risks. This suggests that the detrimental effect of several risks was due to the content-specific effect of individual risks. Children with familial risk were not differentially affected by the number of risks. En ligne : http://dx.doi.org/10.1080/15374410903258942 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881 [article] Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes [Texte imprimé et/ou numérique] / Tuija ARO, Auteur ; Timo AHONEN, Auteur ; Kenneth EKLUND, Auteur ; Anna-Maija POIKKEUS, Auteur ; Asko TOLVANEN, Auteur ; Heikki LYYTINEN, Auteur ; Marja-Leena LAAKSO, Auteur ; Helena VIHOLAINEN, Auteur ; Jari-Erik NURMI, Auteur . - 2009 . - p.883-898. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.883-898 Index. décimale : PER Périodiques Résumé : This longitudinal study examined the predictive associations between cumulative multidomain risk factors and cognitive (IQ), academic (reading fluency), and social adaptive outcomes at 8 to 9 years among 190 children with or without familial risk for dyslexia. Other risk factors included parental and neurocognitive risks assessed when the children were 1 to 6 years of age. Risks accumulated more among children with familial risk for dyslexia than among children without familial risk. A higher number of risks was associated with poorer performance in all outcome measures as postulated by the cumulative risk model. However, when the effects of individual risk variables were controlled for at the outset, the cumulative risk indices did not have incremental effects beyond those of individual risks. This suggests that the detrimental effect of several risks was due to the content-specific effect of individual risks. Children with familial risk were not differentially affected by the number of risks. En ligne : http://dx.doi.org/10.1080/15374410903258942 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881

Predictors of developmental dyslexia in European orthographies with varying complexity / Karin LANDERL in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.686-694 Titre : Predictors of developmental dyslexia in European orthographies with varying complexity Type de document : Texte imprimé et/ou numérique Auteurs : Karin LANDERL, Auteur ; Franck RAMUS, Auteur ; Kristina MOLL, Auteur ; Heikki LYYTINEN, Auteur ; Paavo H. T. LEPPÄNEN, Auteur ; Kaisa LOHVANSUU, Auteur ; Michael C. O'DONOVAN, Auteur ; Julie WILLIAMS, Auteur ; Jürgen BARTLING, Auteur ; Jennifer BRUDER, Auteur ; Sarah KUNZE, Auteur ; Nina NEUHOFF, Auteur ; Dénes TOTH, Auteur ; Ferenc HONBOLYGO, Auteur ; Valéria CSEPE, Auteur ; Caroline BOGLIOTTI, Auteur ; Stéphanie IANNUZZI, Auteur ; Yves CHAIX, Auteur ; Jean-François DEMONET, Auteur ; Emilie LONGERAS, Auteur ; Sylviane VALDOIS, Auteur ; Camille CHABERNAUD, Auteur ; Florence DELTEIL-PINTON, Auteur ; Catherine BILLARD, Auteur ; Florence GEORGE, Auteur ; Johannes C. ZIEGLER, Auteur ; Isabelle COMTE-GERVAIS, Auteur ; Isabelle SOARES-BOUCAUD, Auteur ; Christophe-Loïc GERARD, Auteur ; Leo BLOMERT, Auteur ; Anniek VAESSEN, Auteur ; Patty GERRETSEN, Auteur ; Michel EKKEBUS, Auteur ; Daniel BRANDEIS, Auteur ; Urs MAURER, Auteur ; Enrico SCHULZ, Auteur ; Sanne VAN DER MARK, Auteur ; Bertram MÜLLER-MYHSOK, Auteur ; Gerd SCHULTE-KÖRNE, Auteur Article en page(s) : p.686-694 Langues : Anglais (eng) Mots-clés : Dyslexia  phonology  orthography  cross-linguistic Index. décimale : PER Périodiques Résumé : Background: 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. Methods: 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). Results: 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. Conclusions: 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. En ligne : http://dx.doi.org/10.1111/jcpp.12029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Predictors of developmental dyslexia in European orthographies with varying complexity [Texte imprimé et/ou numérique] / Karin LANDERL, Auteur ; Franck RAMUS, Auteur ; Kristina MOLL, Auteur ; Heikki LYYTINEN, Auteur ; Paavo H. T. LEPPÄNEN, Auteur ; Kaisa LOHVANSUU, Auteur ; Michael C. O'DONOVAN, Auteur ; Julie WILLIAMS, Auteur ; Jürgen BARTLING, Auteur ; Jennifer BRUDER, Auteur ; Sarah KUNZE, Auteur ; Nina NEUHOFF, Auteur ; Dénes TOTH, Auteur ; Ferenc HONBOLYGO, Auteur ; Valéria CSEPE, Auteur ; Caroline BOGLIOTTI, Auteur ; Stéphanie IANNUZZI, Auteur ; Yves CHAIX, Auteur ; Jean-François DEMONET, Auteur ; Emilie LONGERAS, Auteur ; Sylviane VALDOIS, Auteur ; Camille CHABERNAUD, Auteur ; Florence DELTEIL-PINTON, Auteur ; Catherine BILLARD, Auteur ; Florence GEORGE, Auteur ; Johannes C. ZIEGLER, Auteur ; Isabelle COMTE-GERVAIS, Auteur ; Isabelle SOARES-BOUCAUD, Auteur ; Christophe-Loïc GERARD, Auteur ; Leo BLOMERT, Auteur ; Anniek VAESSEN, Auteur ; Patty GERRETSEN, Auteur ; Michel EKKEBUS, Auteur ; Daniel BRANDEIS, Auteur ; Urs MAURER, Auteur ; Enrico SCHULZ, Auteur ; Sanne VAN DER MARK, Auteur ; Bertram MÜLLER-MYHSOK, Auteur ; Gerd SCHULTE-KÖRNE, Auteur . - p.686-694. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.686-694 Mots-clés : Dyslexia  phonology  orthography  cross-linguistic Index. décimale : PER Périodiques Résumé : Background: 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. Methods: 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). Results: 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. Conclusions: 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. En ligne : http://dx.doi.org/10.1111/jcpp.12029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Very early phonological and language skills: estimating individual risk of reading disability / Anne PUOLAKANAHO in Journal of Child Psychology and Psychiatry, 48-9 (September 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.923–931 Titre : Very early phonological and language skills: estimating individual risk of reading disability Type de document : Texte imprimé et/ou numérique Auteurs : Anne PUOLAKANAHO, Auteur ; Timo AHONEN, Auteur ; Mikko ARO, Auteur ; Kenneth EKLUND, Auteur ; Paavo H. T. LEPPÄNEN, Auteur ; Anna-Maija POIKKEUS, Auteur ; Asko TOLVANEN, Auteur ; Minna TORPPA, Auteur ; Heikki LYYTINEN, Auteur Année de publication : 2007 Article en page(s) : p.923–931 Langues : Anglais (eng) Mots-clés : Longitudinal-study dyslexia reading-disability phonological-awareness letter-knowledge rapid-naming prediction estimation childhood Index. décimale : PER Périodiques Résumé : Background: Analyses from the Jyväskylä Longitudinal Study of Dyslexia project show that the key childhood predictors (phonological awareness, short-term memory, rapid naming, expressive vocabulary, pseudoword repetition, and letter naming) of dyslexia differentiate the group with reading disability (n = 46) and the group without reading problems (n = 152) at the end of the 2nd grade. These measures were employed at the ages of 3.5, 4.5 and 5.5 years and information regarding the familial risk of dyslexia was used to find the most sensitive indices of an individual child's risk for reading disability. Methods: Age-specific and across-age logistic regression models were constructed to produce the risk indices. The predictive ability of the risk indices was explored using the ROC (receiver operating curve) plot. Information from the logistic models was further utilised in illustrating the risk with probability curve presentations. Results: The logistic regression models with familial risk,letter knowledge, phonological awareness and RAN provided a prediction probability above .80 (area under ROC). Conclusions: The models including familial risk status and the three above-mentioned measures offer a rough screening procedure for estimating an individual child's risk for reading disability at the age of 3.5 years. Probability curves are presented as a method of illustrating the risk. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01763.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 [article] Very early phonological and language skills: estimating individual risk of reading disability [Texte imprimé et/ou numérique] / Anne PUOLAKANAHO, Auteur ; Timo AHONEN, Auteur ; Mikko ARO, Auteur ; Kenneth EKLUND, Auteur ; Paavo H. T. LEPPÄNEN, Auteur ; Anna-Maija POIKKEUS, Auteur ; Asko TOLVANEN, Auteur ; Minna TORPPA, Auteur ; Heikki LYYTINEN, Auteur . - 2007 . - p.923–931. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-9 (September 2007) . - p.923–931 Mots-clés : Longitudinal-study dyslexia reading-disability phonological-awareness letter-knowledge rapid-naming prediction estimation childhood Index. décimale : PER Périodiques Résumé : Background: Analyses from the Jyväskylä Longitudinal Study of Dyslexia project show that the key childhood predictors (phonological awareness, short-term memory, rapid naming, expressive vocabulary, pseudoword repetition, and letter naming) of dyslexia differentiate the group with reading disability (n = 46) and the group without reading problems (n = 152) at the end of the 2nd grade. These measures were employed at the ages of 3.5, 4.5 and 5.5 years and information regarding the familial risk of dyslexia was used to find the most sensitive indices of an individual child's risk for reading disability. Methods: Age-specific and across-age logistic regression models were constructed to produce the risk indices. The predictive ability of the risk indices was explored using the ROC (receiver operating curve) plot. Information from the logistic models was further utilised in illustrating the risk with probability curve presentations. Results: The logistic regression models with familial risk,letter knowledge, phonological awareness and RAN provided a prediction probability above .80 (area under ROC). Conclusions: The models including familial risk status and the three above-mentioned measures offer a rough screening procedure for estimating an individual child's risk for reading disability at the age of 3.5 years. Probability curves are presented as a method of illustrating the risk. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01763.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164

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