Research Article

Early home-based intervention in the Netherlands for children at familial risk of dyslexia

  1. Sandra G. van Otterloo1,*,
  2. Aryan van der Leij1,
  3. Lotte F. Henrichs2

Article first published online: 26 SEP 2008

DOI: 10.1002/dys.376

Issue

Dyslexia

Dyslexia

Volume 15, Issue 3, pages 187–217, August 2009

Additional Information

How to Cite

van Otterloo, S. G., van der Leij, A. and Henrichs, L. F. (2009), Early home-based intervention in the Netherlands for children at familial risk of dyslexia. Dyslexia, 15: 187–217. doi: 10.1002/dys.376

Author Information

  1. 1

    Department of Education, University of Amsterdam, Amsterdam, The Netherlands

  2. 2

    Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, The Netherlands

*Department of Educational Sciences, University of Amsterdam, P.O. Box 94208, 1090GE Amsterdam, the Netherlands

Publication History

  1. Issue published online: 15 JUL 2009
  2. Article first published online: 26 SEP 2008

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Keywords:

  • dyslexia;
  • early intervention;
  • familial risk;
  • home-based intervention;
  • phoneme awareness;
  • reading disabilities

Abstract

Dutch children at higher familial risk of reading disability received a home-based intervention programme before formal reading instruction started to investigate whether this would reduce the risk of dyslexia. The experimental group (n=23) received a specific training in phoneme awareness and letter knowledge. A control group (n=25) received a non-specific training in morphology, syntax, and vocabulary. Both interventions were designed to take 10 min a day, 5 days a week for 10 weeks. Most parents were sufficiently able to work with the programme properly. At post-test the experimental group had gained more on phoneme awareness than the control group. The control group gained more on one of the morphology measures. On average, these specific training results did not lead to significant group differences in first-grade reading and spelling measures. However, fewer experimental children scored below 10th percentile on word recognition. Copyright © 2008 John Wiley & Sons, Ltd.

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