Predictors of developmental dyslexia in European orthographies with varying complexity.

authors

• Landerl Karin
• Ramus Franck
• Moll Kristina
• Lyytinen Heikki
• Leppänen Paavo H T
• Lohvansuu Kaisa
• O'Donovan Michael
• Williams Julie
• Bartling Jürgen
• Bruder Jennifer
• Kunze Sarah
• Neuhoff Nina
• Tóth Dénes
• Honbolygó Ferenc
• Csépe Valéria
• Bogliotti Caroline
• Iannuzzi Stéphanie
• Chaix Yves
• Démonet Jean-François
• Longeras Emilie
• Valdois Sylviane
• Chabernaud Camille
• Delteil-Pinton Florence
• Billard Catherine
• George Florence
• Ziegler Johannes C
• Comte-Gervais Isabelle
• Soares-Boucaud Isabelle
• Gérard Christophe-Loïc
• Blomert Leo
• Vaessen Anniek
• Gerretsen Patty
• Ekkebus Michel
• Brandeis Daniel
• Maurer Urs
• Schulz Enrico
• van Der Mark Sanne
• Müller-Myhsok Bertram
• Schulte-Körne Gerd

document type

abstract

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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