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Early home‐based intervention in the Netherlands for children at familial risk of dyslexia
Author(s) -
van Otterloo Sandra G.,
van der Leij Aryan,
Henrichs Lotte F.
Publication year - 2009
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/dys.376
Subject(s) - dyslexia , spelling , psychology , reading (process) , phonological awareness , vocabulary , vocabulary development , developmental psychology , test (biology) , intervention (counseling) , percentile , psychological intervention , learning disability , linguistics , teaching method , literacy , mathematics education , psychiatry , pedagogy , paleontology , philosophy , statistics , mathematics , biology
Abstract Dutch children at higher familial risk of reading disability received a home‐based intervention programme before formal reading instruction started to investigate whether this would reduce the risk of dyslexia. The experimental group ( n =23) received a specific training in phoneme awareness and letter knowledge. A control group ( n =25) received a non‐specific training in morphology, syntax, and vocabulary. Both interventions were designed to take 10 min a day, 5 days a week for 10 weeks. Most parents were sufficiently able to work with the programme properly. At post‐test the experimental group had gained more on phoneme awareness than the control group. The control group gained more on one of the morphology measures. On average, these specific training results did not lead to significant group differences in first‐grade reading and spelling measures. However, fewer experimental children scored below 10th percentile on word recognition. Copyright © 2008 John Wiley & Sons, Ltd.