Response to Intervention as a Predictor of Long‐Term Reading Outcomes in Children with Dyslexia.

Autor/inn/en	Kleij, Sanne W; Segers, Eliane; Groen, Margriet A; Verhoeven, Ludo
Titel	Response to Intervention as a Predictor of Long‐Term Reading Outcomes in Children with Dyslexia.
Quelle	In: Dyslexia, (2017) 3, S.268-282Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9242
DOI	10.1002/dys.1562
Schlagwörter	Decoding; Long‐term outcomes; Intervention; Dyslexia; Phonics; Readers; Learning outcomes; Language; Orthographic; Children; Reading deficiencies; Reading disabilities; Dutch
Abstract	The goal of this study was to investigate how growth during a phonics‐based intervention, as well as reading levels at baseline testing, predicted long‐term reading outcomes of children with dyslexia. Eighty Dutch children with dyslexia who had completed a 50‐week phonics‐based intervention in grade 4 were tested in grade 5 on both word and pseudoword (following regular Dutch orthographic patterns) reading efficiency and compared to 93 typical readers. In grade 5 the children with dyslexia were still significantly slower in word and pseudoword reading than their typically developing peers. Results showed that long‐term pseudoword reading in the group with dyslexia was predicted by pseudoword reading at pretest and growth in pseudoword reading during the intervention, which was itself predicted by pseudoword reading at pretest. This was not the case for word reading. We found that long‐term word reading was directly predicted from pretest word reading, and indirectly via pretest pseudoword reading, via growth in pseudoword and word reading. It can be concluded that pseudoword reading is not only a good indicator of severity of reading difficulties in children with dyslexia, it is also an indicator of who will profit from intervention in the long‐term. Copyright © 2017 John Wiley & Sons, Ltd.
Erfasst von	OLC
Update	2022/1/02