Table 4.

Prediction of dyslexia pathways based on kindergarten language-related measures

Kindergarten Measures	OR	b	SE	Wald	p	95%CI
	Late-emerging Dyslexia (n = 34)
Phonological Awareness	1.47	0.39	0.50	0.60	0.438	[0.56, 3.89]
Letter Knowledge	2.89	1.06	0.49	4.78	0.029	[1.12, 7.47]
Rapid Naming	2.16	0.77	0.46	2.85	0.092	[0.88, 5.31]
Morphological Awareness	6.21	1.83	0.43	18.07	< 0.001	[2.68, 14.42]
	Resolving Dyslexia (n = 35)
Phonological Awareness	5.28	1.66	0.40	16.97	< 0.001	[2.39, 11.65]
Letter Knowledge	3.19	1.16	0.47	6.24	0.012	[1.28, 7.94]
Rapid Naming	2.20	0.79	0.45	3.07	0.080	[0.91, 5.34]
Morphological Awareness	1.32	0.28	0.56	0.25	0.619	[0.44, 3.99]
	Persistent Dyslexia (n = 38)
Phonological Awareness	3.00	1.10	0.42	6.87	0.009	[1.32, 6.82]
Letter Knowledge	6.47	1.87	0.41	20.59	< 0.001	[2.89, 14.50]
Rapid Naming	3.10	1.13	0.42	7.22	0.007	[1.36, 7.08]
Morphological Awareness	2.04	0.72	0.49	2.09	0.148	[0.78, 5.39]

Note. Reference group = typically developing readers. 95% CIs for significant predictors all exceed 1.0