This study examined the language and pre-literacy skills (phonological awareness, rapid naming, and letter knowledge) during pre-school as predictors of PISA reading years later in two groups of children, one group with and one without family-risk for dyslexia. Family risk had an effect on early language and pre-literacy skills, reading fluency, and PISA reading.
Authors: Kenneth Eklund, Minna Torppa, Sari Sulkunen, Pekka Niemi, & Timo Ahonen
Source: Eklund, K., Torppa, M., Sulkunen, S., Niemi, P., & Ahonen, T. (2018). Early Cognitive Predictors of PISA Reading in Children with and without Family Risk for Dyslexia. Learning and Individual Differences, 64, 94–103. DOI: 10.1016/j.lindif.2018.04.012
To identify predictors of Program for International Student Assessment (PISA) reading at age 15, this study examined the language and pre-literacy skills (phonological awareness, rapid naming, and letter knowledge) of two groups of pre-school age children, one group with (n = 88) and one without (n = 70) family-risk for dyslexia. Family risk was found to have a significant effect on early language and pre-literacy skills, reading fluency, and PISA reading. Variance in PISA reading was explained to a good extent by language skills and to a lesser extent by pre-literacy skills.
What is PISA?
We examined the extent to which children’s performance in PISA reading could be predicted on the one hand by early language skills, and on the other hand by pre-literacy skills, such as phonological awareness, rapid naming, and letter knowledge through reading fluency at school age. The effect of family risk on these early predictors and reading measures, as well as on their associations, was examined.
All 158 participants were Finnish-speaking and they were followed for ages 2-15 years.The family-risk group (n = 88) consisted of 48% boys and 52% girls, whilst the no-family-risk group (n = 70) consisted of 57% boys and 43% girls.