Journal
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY
Volume 54, Issue 6, Pages 686-694Publisher
WILEY-BLACKWELL
DOI: 10.1111/jcpp.12029
Keywords
Dyslexia; phonology; orthography; cross-linguistic
Categories
Funding
- EU
- Agence Nationale de la Recherche
- Ville de Paris
- Austrian Science Fund [18351-B02]
- SNSF [32-108130]
- Stiftung fur wissenschaftliche Forschung der Universitat Zurich
- MRC [G0902227, MR/K013041/1] Funding Source: UKRI
- Alzheimers Research UK [ARUK-PG2014-1] Funding Source: researchfish
- Medical Research Council [G0801418B, MR/K013041/1, G0902227] Funding Source: researchfish
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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.
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