Table 1.
Significant predictors of second-grade reading skill for the JLD children
| Predictive correlates to second-grade reading skill and group differences in relation to confirmed dyslexia for the JLD children | ||||||
|---|---|---|---|---|---|---|
| Age (years) | Measure | Prediction of reading skill (2.gr) | Group differences; dyslexia vs no dyslexia among all JLD children | Group differences; family risk with dyslexia vs. family risk with no dyslexia | ||
| r | F | Effect size | F | Effect size | ||
| 2 | Maximum sentence length | 0.204** | 8.41** | 0.49 | 5.38* | 0.47 |
| 2 | Articulation accuracy | 0.110 | 7.34** | 0.45 | 9.93** | 0.64 |
| 3–5 | Inflectional skills | 0.249*** | 11.84*** | 0.56 | 6.33* | 0.51 |
| 3–6 | Phonological sensitivity | 0.479*** | 28.93*** | 0.94 | 8.76** | 0.63 |
| 4–6 | Phonological manipulation | 0.418*** | 24.87*** | 0.91 | 11.48*** | 0.73 |
| 5–6 | Verbal short-term memory | 0.344*** | 12.55*** | 0.57 | 13.63*** | 0.75 |
| 5–6 | Letter knowledge | 0.547*** | 50.93*** | 1.26 | 18.52*** | 0.92 |
| 5–6 | Naming speed | 0.501*** | 51.79*** | 1.06 | 19.22*** | 0.85 |
| School entry | Reading accuracy | 0.653*** | 77.52*** | 1.06 | 32.88*** | 1.01 |
Effect sizes for group differences for later diagnosis of dyslexia amongst all JLD participants, as well as differences between the children with and without family risk are also shown
*p < 0.05, **p < 0.01, and ***p < 0.001