TY - JOUR
T1 - Predictors of developmental dyslexia in European orthographies with varying complexity
AU - Landerl, Karin
AU - Ramus, Franck
AU - Moll, Kristina
AU - Lyytinen, Heikki
AU - Leppänen, Paavo H T
AU - Lohvansuu, Kaisa
AU - O'Donovan, Michael
AU - Williams, Julie
AU - Bartling, Jürgen
AU - Bruder, Jennifer
AU - Kunze, Sarah
AU - Neuhoff, Nina
AU - Tõth, Dénes
AU - Honbolygõ, Ferenc
AU - Csépe, Valéria
AU - Bogliotti, Caroline
AU - Iannuzzi, Stéphanie
AU - Chaix, Yves
AU - Démonet, Jean François
AU - Longeras, Emilie
AU - Valdois, Sylviane
AU - Chabernaud, Camille
AU - Delteil-Pinton, Florence
AU - Billard, Catherine
AU - George, Florence
AU - Ziegler, Johannes C.
AU - Comte-Gervais, Isabelle
AU - Soares-Boucaud, Isabelle
AU - Gérard, Christophe Loïc
AU - Blomert, Leo
AU - Vaessen, Anniek
AU - Gerretsen, Patty
AU - Ekkebus, Michel
AU - Brandeis, Daniel
AU - Maurer, Urs
AU - Schulz, Enrico
AU - Van Der Mark, Sanne
AU - Müller-Myhsok, Bertram
AU - Schulte-Körne, Gerd
PY - 2013/6
Y1 - 2013/6
N2 - 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.
AB - 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.
KW - cross-linguistic
KW - Dyslexia
KW - orthography
KW - phonology
UR - http://www.scopus.com/inward/record.url?scp=84878111081&partnerID=8YFLogxK
U2 - 10.1111/jcpp.12029
DO - 10.1111/jcpp.12029
M3 - Article
C2 - 23227813
AN - SCOPUS:84878111081
SN - 0021-9630
VL - 54
SP - 686
EP - 694
JO - Journal of Child Psychology and Psychiatry and Allied Disciplines
JF - Journal of Child Psychology and Psychiatry and Allied Disciplines
IS - 6
ER -