Children at risk of dyslexia - a follow up in early adolescence
It is now widely recognized that dyslexia is a language-based disorder that runs in families. Although dyslexia is perhaps the best understood of learning disorders, surprisingly few longitudinal studies have documented the progress of children with dyslexia.
This project was a follow-up study to an earlier UK-wide study undertaken by Frith and Snowling looking at children at genetic risk of dyslexia and their progress in the early years (at ages 4, 6 and 8). 56 children from dyslexic families who took part in the earlier at-risk study were followed up at age 12 to compare their progress after the first year in secondary school with that of controls.
The study identified individual risk and protective factors that may affect cognitive, literacy and psycho-social outcomes. As well as contributing to theoretical knowledge of dyslexia, the findings had implications for the identification and management of children who may need more than mainstream support to ensure literacy skills are sufficiently well-developed for secondary school transfer.
Professor Margaret Snowling, University of York
Grant amount and duration
1 September 2002 - 30 November 2003
- RCT of parent-based models of speech and language therapy
- Impact of dialogic book-sharing on child cognitive and socio-emotional development
- Cognitive and Educational Foundations of Preschool Mathematics
- The influence of cognition and the home environment on early numeracy
- Professional learning in early years education: reviewing the evidence
- Segregation of early years settings: patterns, drivers and outcomes
- Public funding of early years education in England