Abstract
In a longitudinal study of the relation between preschool development and later reading abilities, children with dyslexic parents and/or older siblings were compared to children with no family incidence of dyslexia. Many children from dyslexic families developed reading problems by the end of the second grade, and these poor readers were characterized chiefly by weaker early syntactic and phonological skills and by less frequent exposure to books during their preschool years than the preschoolers who became normal readers. Some implications of the results for etiological theories of dyslexia are discussed.
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© 1991 Springer Science+Business Media Dordrecht
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Scarborough, H.S. (1991). Antecedents to Reading Disability: Preschool Language Development and Literacy Experiences of Children from Dyslexic Families. In: Pennington, B.F. (eds) Reading Disabilities. Neuropsychology and Cognition, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-2450-8_3
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DOI: https://doi.org/10.1007/978-94-011-2450-8_3
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