Predecir la dislexia evolutiva antes de la instrucción lectorauna revisión sistemática

  1. Cristina Quiroga Bernardos 1
  2. Santiago López Gómez 1
  3. Patricia María Iglesias Souto 1
  4. Eva María Taboada Ares 1
  1. 1 Universidad de Santiago de Compostela.
Revista:
Revista Colombiana de Ciencias Sociales

ISSN: 2216-1201

Ano de publicación: 2024

Volume: 15

Número: 1

Páxinas: 245-273

Tipo: Artigo

DOI: 10.21501/22161201.4041 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista Colombiana de Ciencias Sociales

Resumo

Introduction: Developmental dyslexia is a neurobiological disorder with a heterogeneous profile that is diagnosed after verifying that a child has not learned to read as expected. Its detection, before the beginning of the reading instruction, tends to be imprecise. Objective: The aim of this study was to identify and assess which psycholinguistic skills, assessed before formal reading instruction, can predict later reading difficulties and guide early intervention. Method: A systematic review (years 2010-2020) was carried out following the PRISMA statement in the PsycINFO, Medline, Web of Science, Eric and SCOPUS databases. Results: 42 studies were selected that confirm that certain psycholinguistic skills are relevant to predict reading success. Conclusions: Phonological awareness, naming speed, alphabet knowledge, and phonological memory strongly correlate with early reading progress and predict later reading skills and developmental dyslexia.

Referencias bibliográficas

  • Aguilar, V. M., Navarro, G. J., Menacho, J. I., Alcale, C. C., Marchena, C. E., & Ramiro, O.P. (2010). Naming speed and phonological awareness in early reading learning. Psicothema, 22(3), 436-442.
  • Areces, D., García, T., González-Castro, P., Alvarez-García, D., & Rodríguez, C. (2018). Naming speed as a predictive diagnostic measure in reading and attentional problems. Child Neuropsychology, 24(8), 1115-1128. https://doi.org/10.1080/09297049.2017.1391191
  • Bravo, V. (2016). El aprendizaje del lenguaje escrito y las ciencias de la lectura. Un límite entre la psicología cognitiva, las neurociencias y la educación. Revista Interdisciplinaria de Filosofía y Psicología, 11(36), 50-59.
  • Bigozzi, L., Tarchi, C., Pezzica, S., & Pinto, G. (2016). Evaluating the predictive impact of an emergent literacy model on dyslexia in Italian children: a four-year prospective cohort study. Journal of Learning Disabilities, 49(1), 51-64. https://doi.org/10.1177/0022219414522708
  • Binamé, F., & Poncelet, M. (2016). Order short-term memory capacity predicts nonword Reading and spelling in first and second grade. Reading and Writing, 29(1), 1-20. https://doi. org/10.1007/s11145-015-9577-9
  • Blomert, L., & Willems, G. (2010). Is there a causal link from a phonological awareness deficit to reading failure in children at familial risk for dyslexia? Dyslexia, 16(4), 300-317. https:// doi.org/10.1002/dys.405
  • Brunswick, N., Martin, G. N., & Rippon, G. (2012). Early cognitive profiles of emergent readers: A longitudinal study. Journal of experimental child psychology, 111(2), 268-285. https:// doi.org/10.1016/j.jecp.2011.08.001
  • Carroll, J. M., Mundy, I. R., & Cunningham, A. J. (2014). The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress. Developmental Science, 17(5), 727-742. https://doi.org/10.1111/desc.12153
  • Carroll, J. M., Solity, J., & Shapiro, L. R. (2016). Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities. Journal of Child Psychology and Psychiatry, 57(6), 750-758. https://doi.org/10.1111/jcpp.12488
  • Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y. S., & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of learning disabilities, 48(3), 281-297. https://doi.org/10.1177/0022219413498115
  • Clayton, F. J., West, G., Sears, C., Hulme, C., & Lervåg, A. (2020). A longitudinal study of early reading development: letter-sound knowledge, phoneme awareness and ran, but not lettersound integration, predict variations in reading development. Scientific Studies of Reading, 24(2), 91-107. https://doi.org/10.1080/10888438.2019.1622546
  • Clemens, N. H., Hsiao, Y. Y., Simmons, L. E., Kwok, O. M., Greene, E. A., Soohoo, M. M., Henri, M.A., Luo, W., Prickett, C., Rivas, B., & Otaiba, S. A. (2019). Predictive validity of kindergarten progress monitoring measures across the school year: Application of dominance analysis. Assessment for Effective Intervention, 44(4), 241-255. https://doi. org/10.1177/1534508418775805
  • Costa, H. C., Perdry, H., Soria, C., Pulgar, S., Cusin, F., & Dellatolas, G. (2013). Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade. Research in developmental disabilities, 34(3), 1018-1035. https://doi.org/10.1016/j.ridd.2012.11.029
  • Cunningham, A. J., Burgess, A. P., Witton, C., Talcott, J. B., & Shapiro, L. R. (2020). Dynamic relationships between phonological memory and reading: A five year longitudinal study from age 4 to 9. Developmental Science, e12986. https://doi.org/10.1111/desc.12986
  • Dandache, S., Wouters, J., & Ghesquière, P. (2014). Development of reading and phonological skills of children at family risk for dyslexia: A longitudinal analysis from kindergarten to sixth grade. Dyslexia, 20(4), 305-329. https://doi.org/10.1002/dys.1482
  • Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school-age language and literacy outcomes?. Journal of Child Psychology and Psychiatry, 56(8), 848-856. https://doi.org/10.1111/jcpp.12378
  • Eklund, K., Torppa, M., Sulkunen, S., Niemi, P., & Ahonen, T. (2018). Early cognitive predictors of PISA reading in children with and without family risk for dyslexia. Learning and Individual Differences, 64, 94-103. https://doi.org/10.1016/j.lindif.2018.04.012
  • Fonseca, L., Corrado, I., Lasala, E., García-Blanco, L., & Simian, M. (2019). Valor predictor y discriminante de la velocidad de nombrado en español: experiencia con niños argentinos. Ocnos: Revista de estudios sobre lectura, 18(2), 85-96. https://doi.org/10.18239/ ocnos_2019.18.2.1812
  • Furnes, B., & Samuelsson, S. (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learning and Individual differences, 21(1), 85-95. https://doi.org/10.1016/j. lindif.2010.10.005
  • Furnes, B., Elwér, Å., Samuelsson, S., Olson, R. K., & Byrne, B. (2019). Investigating the double- deficit hypothesis in more and less transparent orthographies: A longitudinal study from preschool to grade 2. Scientific Studies of Reading, 23(6), 478-493. https://doi.org/1 0.1080/10888438.2019.1610410
  • Gellert, A. S., & Elbro, C. (2015). Does a dynamic test of phonological awareness predict early reading difficulties? A longitudinal study from Kindergarten through Grade 1. Journal of learning disabilities, 50(3), 227-237. https://doi.org/10.1177/0022219415609185
  • Georgiou, G. K., Tziraki, N., Manolitsis, G., & Fella, A. (2013). Is rapid automatized naming related to reading and mathematics for the same reason (s)? A follow-up study from kindergarten to Grade 1. Journal of experimental child psychology, 115(3), 481-496. https:// doi.org/10.1016/j.jecp.2013.01.004
  • Germano, G. D., César, A. B. D. C., & Capellini, S. A. (2017). Screening protocol for early identification of Brazilian children at risk for dyslexia. Frontiers in psychology, 8, 1763. https:// doi.org/10.3389/fpsyg.2017.01763
  • Helland, T., & Morken, F. (2016). Neurocognitive development and predictors of L1 and L2 literacy skills in dyslexia: A longitudinal study of children 5-11 years old. Dyslexia, 22(1), 3-26. https://doi.org/10.1002/dys.1515
  • Higgins, J.P.T., & Green, S. (Eds). (2011). Cochrane Handbook for Systematic Reviews of Intervention Version 5.1.0. http://handbook-5-1.cochrane.org/
  • Jiménez-Fernández, G., Defior, S., & Serrano, F. (2012). Perfiles de dificultad en la dislexia evolutiva: lectura imprecisa vs. lectura no fluida [Congreso]. Actas del xxviii Congreso Internacional de AELFA, Madrid, España.
  • Justi, C. N. G., Cunha, N., & Justi, F. R. D. R. (2020). Name knowledge: Predicting reading and writing difficulties. Estudos de Psicología (Campinas), 37. https://doi.org/10.1590/1982- 0275202037e180173
  • Kim, Y. S., & Pallante, D. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1-22. https://doi. org/10.1007/s11145-010-9244-0
  • Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P. H., Lohvansuu, K., O’Donovan , M., Williams, J., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., Tóth, D., Honbolygó, F., Csépe, V., Bogliotti, C., Iannuzzi, S., Chaix, Y., Démonet, J.F. Longeras, E… & Schulte- Körne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54(6), 686-694. https:// acamh.onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.12029
  • Law, M., Stewart, D., Letts, L., Pollock, N., Bosch, J., & Westmorland, M. (1998). Critical review form–quantitative studies. McMaster University.
  • Lyytinen, H., Erskine, J., Hämäläinen, J., Torppa, M., & Ronimus, M. (2015). Dyslexia-Early identification and prevention: Highlights from the Jyväskylä longitudinal study of dyslexia. Current developmental disorders reports, 2(4), 330-338. https://doi.org/10.1007/ s40474-015-0067-1
  • Macdonald, H. H., Sullivan, A. L., & Watkins, M. W. (2013). Multivariate screening model for later word reading achievement: Predictive utility of prereading skills and cognitive ability. Journal of Applied School Psychology, 29(1), 52-71. https://doi.org/10.1080/153779 03.2013.751476
  • Martínez-Perez, T. M., Majerus, S., Mahot, A., & Poncelet, M. (2012a). Evidence for a specific impairment of serial order short-term memory in dyslexic children. Dyslexia, 18(2), 94- 109. https://doi.org/10.1002/dys.1438
  • Martinez-Perez, T. M., Majerus, S., & Poncelet, M. (2012b). The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 111(4), 708-723. https://doi.org/10.1016/j. jecp.2011.11.007
  • Moll, K., Thompson, P. A., Mikulajova, M., Jagercikova, Z., Kucharska, A., Franke, H., Hulme, C., & Snowling, M. J. (2016). Precursors of Reading Difficulties in Czech and Slovak Children At-Risk of Dyslexia. Dyslexia, 22(2), 120-136. https://doi.org/10.1002/dys.1526
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D.G., & The PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analysis: The PRISMA statement. PLoS Medicine, 6(6), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Nevo, E., & Bar-Kochva, I. (2015). The relations between early working memory abilities and later developing reading skills: A longitudinal study from kindergarten to fifth grade. Mind, Brain, and Education, 9(3), 154-163. https://onlinelibrary.wiley.com/doi/abs/10.1111/ mbe.12084
  • Nithart, C., Demont, E., Metz-Lutz, M. N., Majerus, S., Poncelet, M., & Leybaert, J. (2011). Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition. Journal of Research in Reading, 34(3), 346-363. https:// doi.org/10.1111/j.1467-9817.2009.01427.x
  • Norton, E.S., Wolf, M. (2012) Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427-452. https://www.annualreviews.org/doi/abs/10.1146/annurev-psych-120710-100431
  • Ortiz, M., Folsom, J. S., Al Otaiba, S., Greulich, L., Thomas-Tate, S., & Connor, C. M. (2012). The componential model of reading: Predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Journal of Learning Disabilities, 45(5), 406-417. https://doi. org/10.1177/0022219411431242
  • Ozernov-Palchik, O., & Gaab, N. (2016). Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia. Wiley Interdisciplinary Reviews: Cognitive Science, 7(2), 156-176. https://doi.org/10.1002/wcs.1383
  • Ozernov-Palchik, O., Norton, E. S., Sideridis, G., Beach, S. D., Wolf, M., Gabrieli, J. D., & Gaab, N. (2017). Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading. Developmental science, 20(5), e12471. https://doi.org/10.1111/desc.12471
  • Papadimitriou, A. M., & Vlachos, F. M. (2014). Which specific skills developing during preschool years predict the reading performance in the first and second grade of primary school? Early Child Development and Care, 184(11), 1706-1722. https://doi.org/10.1080/030044 30.2013.875542
  • Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385-413. https://doi.org/10.1016/j.cognition.2006.04.008
  • Petersen, D. B., Gragg, S. L., & Spencer, T. D. (2018). Predicting reading problems 6 years into the future: Dynamic assessment reduces bias and increases classification accuracy. Language, Speech, and Hearing Services in Schools, 49(4), 875-888. https://doi.org/10.1044/2018_ LSHSS-DYSLC-18-0021
  • Petscher, Y., & Kim, Y. S. (2011). Efficiency of predicting risk in word reading using fewer, easier letters. Assessment for Effective Intervention, 37(1), 17-25. https://doi. org/10.1177/1534508411407761
  • Piquard-Kipffer, A., & Sprenger-Charolles, L. (2013). Early predictors of future reading skills: A follow-up of French-speaking children from the beginning of kindergarten to the end of the second grade (age 5 to 8). L’Année psychologique, 113(4), 491-521. https://doi. org/10.4074/S0003503313014012
  • Poulsen, M., Nielsen, A. M. V., Juul, H., & Elbro, C. (2017). Early identification of reading difficulties: a screening strategy that adjusts the sensitivity to the level of prediction accuracy. Dyslexia, 23(3), 251-267. https://doi.org/10.1002/dys.1560
  • Quinn, J. M., & Wagner, R. K. (2015). Gender differences in reading impairment and in the identification of impaired readers: Results from a large-scale study of at-risk readers. Journal of learning disabilities, 48(4), 433-445. https://doi.org/10.1177/0022219413508323
  • Shanahan, T., & Lonigan, C. J. (2010). The National Early Literacy Panel: A summary of the process and the report. Educational Researcher, 39(4), 279-285. https://doi. org/10.3102/0013189X10369172
  • Shaywitz, S. E., & Shaywitz, B. A. (2007). The neurobiology of reading and dyslexia. The ASHA Leader, 12(12), 20-21. https://doi.org/10.1044/leader.FTR7.12122007.20
  • Snowling, M. J. (2013). Early identification and interventions for dyslexia: A contemporary view. Journal of Research in Special Educational Needs, 13(1), 7-14. https://doi.org/10.1111/ j.1471-3802.2012.01262.x
  • Snowling, M. J., & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A metaanalysis and review. http://dx.doi.org/10.1037/bul0000037
  • Snowling, M. J., Lervåg, A., Nash, H. M., & Hulme, C. (2019). Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia. Developmental science, 22(1), e12723. https://doi.org/10.1111/desc.12723
  • Suárez-Coalla, P., García-de-Castro, M., & Cuetos, F. (2013). Variables predictoras de la lectura y la escritura en castellano. Infancia y aprendizaje, 36(1), 77-89. https://hdl.handle. net/11162/198613
  • Thompson, P. A., Hulme, C., Nash, H. M., Gooch, D., Hayiou-Thomas, E., & Snowling, M. J. (2015). Developmental dyslexia: predicting individual risk. Journal of Child Psychology and Psychiatry, 56(9), 976-987. https://doi.org/10.1111/jcpp.12412
  • Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., & Lyytinen, H. (2010). Language development, literacy skills and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of Learning Disabilities, 43 (4), 308- 321. http://dx.doi. org/10.1177/0022219410369096
  • Van Bergen, E., De Jong, P. F., Regtvoort, A., Oort, F., Van Otterloo, S., & van der Leij, A. (2011). Dutch children at family risk of dyslexia: Precursors, reading development, and parental effects. Dyslexia, 17(1), 2-18. https://doi.org/10.1002/dys.423
  • Van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., & de Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of dyslexia. Journal of Speech, Language, and Hearing Research, 60(4), 937-949. https:// doi.org/10.1044/2016_JSLHR-L-16-0031
  • Von Goldammer, A., von Mähler, C., Bockmann, A.-K., and Hasselhorn, M. (2010). Vorhersage früher Schriftsprachleistungen aus vorschulischen Kompetenzen der Sprache und der phonologischen Informationsverarbeitung. Zeitschrift Für Entwicklungspsychol. Pädag. Psychol. 42, 48-56. http://doi.org/10.1026/0049-8637/a000005
  • Wilson, S. B., & Lonigan, C. J. (2010). Identifying preschool children at risk of later reading difficulties: Evaluation of two emergent literacy screening tools. Journal of learning disabilities, 43(1), 62-76. https://doi.org/10.1177/0022219409345007
  • Xia, Z., Hancock, R., & Hoeft, F. (2017). Neurobiological bases of reading disorder part I: Etiological investigations. Language and linguistics compass, 11(4), e12239. https://doi. org/10.1111/lnc3.12239
  • Zakopoulou, V., Anagnostopoulou, A., Christodoulides, P., Stavrou, L., Sarri, I., Mavreas, V., & Tzoufi, M. (2011). An interpretative model of early indicators of specific developmental dyslexia in preschool age: A comparative presentation of three studies in Greece. Research in developmental disabilities, 32(6), 3003-3016. https://doi.org/10.1016/j. ridd.2011.03.021
  • Zubrick, S. R., Taylor, C. L., & Christensen, D. (2015). Patterns and predictors of language and literacy abilities 4-10 years in the longitudinal study of Australian children. PloS One, 10(9), e0135612. https://doi.org/10.1371/journal.pone.0135612