Predictive value of pre-reading skills and general language ability at 3;6 for pre-reading skills at 5;0 - a longitudinal comparison study.

Abstract

Pre-reading skills (PreRS; rapid automatised naming RAN, letter knowledge LK, lexical ability and phonological processing PP) are precursory skills specific to reading, thus described as code-related. Early identification of weak PreRS is essential regarding their predictive value for reading performance. Stability of PreRS has been suggested from an early age, but information is needed regarding their associations with other linguistic skills. Further, comparison studies between code-related and general language factors are lacking. This longitudinal study compares predictive values of PreRS and general language ability at 3;6 for PreRS at 5;0. A classification based on one hereditary dyslexia risk factor (HDRF) and its associations with PreRS are tested. Participants comprised 66 healthy, monolingual Finnish-speaking children. At 3;6, RAN, LK, lexical ability and general language ability were measured using formal tests. HDRF was reported by parents. At 5;0, previous PreRS measures were repeated, and PP was measured. Significant correlations were detected between PreRS at 3;6 and 5;0 (r .30-.76). Associations between general language ability and later PreRS were comparable (r .29-.52). In the regression analysis, PreRS explained 45%, general language ability 37% and their combined model 49% of variation in later PreRS. The model with both code-related and general language predictors fitted the data best (AIC, BIC). Groups with no or at least one HDRF differed significantly in RAN at 5;0. The findings underline the developmentally stability of early PreRS and the good explanatory value of general language ability for PreRS just before school. Information on both components is recommended when designing pre-reading interventions.