Family-risk of dyslexia and preschool language impairment are additive risk factors for reading readiness and attention and behaviour¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? FR and LI status each affected outcomes independently, with non-significant interactions for both outcome measures. → Dilnot 2017

Evidence¶

Dilnot 2017¶

Dilnot, J., Hamilton, L., Maughan, B. and Snowling, M. (2017). Child and Environmental Risk Factors Predicting Readiness for Learning in Children at High-Risk of Dyslexia. Development & Psychopathology, 29(1). http://dx.doi.org/10.1017/S0954579416000134

q3 · i? · associational · r2

2×2 between-groups ANOVA on reading readiness and attention/behaviour outcomes at school entry in the 251-child sample. The article reports the FR × LI "interaction between FR and LI was not significant for either outcome measure (ps>.24)".

"The interaction between FR and LI was not significant for either outcome measure (ps>.24) indicating that these risks were additive."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Family-risk of dyslexia does not predict readiness to learn once other distal, proximal and child risk factors are controlled — reports the opposite
• Children at family-risk of dyslexia and children with preschool language difficulties experience more environmental and health risks than controls — related
• Home literacy environment and family stresses predict attention and behaviour at school entry — related
• Children at family-risk of dyslexia perform more poorly than typically developing controls on the cognitive foundations of arithmetic and on arithmetic itself — related
• A cumulative risk index and nonverbal IQ together account for 31% of variance in reading readiness at school entry — related