title: How persistent are phonological difficulties? A longitudinal study of reading retarded children.
abstract: The present study examined the persistency of phonological deficiencies over time. The participants were 40 pupils in grade 2 with documented reading and writing difficulties and a comparison group of 30 pupils. The participants were followed over a 10-year period by word- and non-word-reading tests and tests of cognitive ability. The persistence of phonological deficits was indicated by a high correlation between non-word-reading tests in grades 3 and 12 in the reading-disabled group. A dyslexia cut-off definition based on phonological ability was the most consistent definition over time compared to a word-decoding definition or multiple cut-off definition based on IQ. Phonological decoding abilities were remarkably stable over time, and non-word-reading was found to be a valid instrument in diagnosing and discerning dyslexia both in children and adults.
authors.affiliation: School of Education, Växjö University, Sweden. Idor.Svensson@iped.vxu.se
authors.forename: Idor
authors.initials: I
authors.lastname: Svensson
authors.forename: Christer
authors.initials: C
authors.lastname: Jacobson
mesh_terms: D000293:Adolescent; D004410:Dyslexia / Q000175:diagnosis*; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D010700:Phonetics; D021641:Recognition, Psychology; D012720:Severity of Illness Index