Year: 2022
Type: article
Abstract: Present research shows that having a biological family member with developmental dyslexia, in particular immediate family members like parents, is a risk factor for dyslexia.Family history of developmental dyslexia is important to consider given its status as an early risk factor, as the presence of family history can be determined before a child begins to learn to read.We briefly summarize findings related to family history in developmental dyslexia and discuss the potential of using family history questionnaires to predict reading outcomes and to supplement assessments.Family history questionnaires have the potential to enhance early screening for dyslexia risk.These questionnaires may be an invaluable tool for teachers, allowing them to engage in proactive monitoring, referral, and early identification of impaired literacy risk in school-aged children.Developmental dyslexia (a.k.a., word-level reading disorder, specific reading disability, or simply dyslexia) is a specific learning disability that is neurobiological in origin.It is marked by difficulties in accurate and/or fluent word reading despite intact intelligence, which is typically measured by IQ tests.Phonological skills range from basic abilities such as rhyme perception and syllabication to phonemic awareness.Deficits in these skills are one of the most common aspects of dyslexia.However, in recent years it has become clear that phonological deficits are not universal among children with dyslexia and may not always co-occur with word-reading deficits (Catts et al., 2017).Those with dyslexia may also have deficits in other areas, such as letter knowledge, rapid automatized naming (RAN), and oral language skills, with or without accompanying phonological deficits (Melby-Lervåg et al., 2012).A large portion of these children can improve their reading ability with explicit, systematic, and evidence-based reading interventions (Peck et al., 2018).In order to improve children's outcomes using these interventions, children must first be identified as having impaired reading ability.They are often required to be officially identified as having dyslexia in order to qualify for services.The process of getting this identification can take a great deal of time and resources for both the school and parents.We therefore subscribe to the view that it is important to consider whether there is a history of dyslexia or reading failure in biological family members as a first step towards early intervention.This type of screening can be done before children have begun reading instruction or are screened for word-level reading or even phonological skills.It may therefore provide important background information that can in turn inform reading instruction and practice very early on.Children who have a parent or sibling with dyslexia are said to have a family history of dyslexia and are considered at-risk students because of this predisposition.In this review, we discuss the effects of family
Source: PubMed
Institutions: University of Connecticut, Florida State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W4382501460