title: Predictors of developmental dyslexia in European orthographies with varying complexity.
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.
authors.affiliation: Department of Psychology, University of Graz, Graz, Austria. karin.landerl@uni-graz.at
authors.forename: Karin
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authors.forename: Isabelle
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authors.lastname: van der Mark
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mesh_terms: D001364:Awareness; D002648:Child; D003431:Cross-Cultural Comparison; D004410:Dyslexia / Q000175:diagnosis*; D005060:Europe; D005260:Female; D006801:Humans; D008297:Male; D008570:Memory, Short-Term; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D010700:Phonetics; D011578:Psycholinguistics; D011594:Psychometrics; D012016:Reference Values; D012660:Semantics; D014705:Verbal Behavior; D014706:Verbal Learning; D014825:Vocabulary