Dyslexia

Cover image for Vol. 23 Issue 3

Edited By: Dr J B Talcott

Impact Factor: 1.39

ISI Journal Citation Reports © Ranking: 2016: 14/38 (Education Special); 26/70 (Rehabilitation (Social Science)); 31/58 (Psychology Educational)

Online ISSN: 1099-0909

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  1. You have full text access to this OnlineOpen article
    What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

    Zahra Esmaeeli, Kjersti Lundetræ and Fiona E. Kyle

    Version of Record online: 18 SEP 2017 | DOI: 10.1002/dys.1571

    Key Messages
    • The principal implication is the value of screening for reading difficulties with the simple but valid tool ‘parents' self-report of reading difficulties (RD)’ in preschool years.
    • If the parents had themselves faced RD, their children are more likely to experience difficulties in developing emergent literacy.
    • The risk of difficulties in emergent literacy is higher when both parents have a history of RD.
    • Parents, especially with self-reported RD, should be advised about the role of home literacy environment in the development of their children's emergent literacy.
    • Families with both parents self-reporting RD have the fewest children's books at home.
    • Family risk children reported less interest in letters than not-family risk children; parents should be advised to discuss letters and sounds during shared reading.
    • Schools should monitor the reading development of children with parents self-reporting RD closely – especially if both parents self-report RD.
  2. Morphology and Spelling in French: A Comparison of At-Risk Readers and Typically Developing Children

    Poh Wee Koh, Sharry Shakory, Xi Chen and S. Hélène Deacon

    Version of Record online: 15 SEP 2017 | DOI: 10.1002/dys.1565

  3. Reading Comprehension Difficulties in Chinese–English Bilingual Children

    Xiuhong Tong, Catherine McBride, Hua Shu and Connie Suk-han Ho

    Version of Record online: 13 SEP 2017 | DOI: 10.1002/dys.1566

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