This study examined whether family history of reading disability influences the efficacy of reading remediation. A retrospective review of children’s performance in a reading remediation program was carried out along with parental interviews for 102 families. Significant improvements were found in the areas of nonword decoding, phonological awareness, and spelling following the reading remediation program. Younger children and children with lower IQs tended to receive less benefit from the remediation program. Having a paternal history of dyslexia was associated with smaller improvements in nonword decoding scores. Maternal history of dyslexia was not a significant predictor of changes in nonword decoding. These findings suggest that some reading skills may be most effectively integrated at later stages of development. They also point to the possibility of unique relationships that may exist between parents and children who have reading disabilities.
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2.
Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. RASE: Remedial & Special Education, 23(5), 300-316.
3.
Blachman, B. A. (1987). An alternative classroom reading program for learning disabled and other low achieving children. In W. Ellis (Ed.), Intimacy with language: A forgotten basic in teacher education (pp. 49-55). Baltimore: Orton Dyslexia Society.
4.
Bracken, B. A. (1988). Ten psychometric reasons why similar tests produce dissimilar results. Journal of Psychology, 26, 155-166.
5.
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
6.
Cataldo, S., & Ellis, N. C. (1988). Interactions in the development of spelling, reading, and phonological skills. Journal of Research in Reading, 11, 86-109.
7.
Duncan, L. G., Seymour, P. H. K., & Hill, S. (1997). How important are rhyme and analogy in beginning reading? Cognition, 63, 171-208.
8.
Field, L. L., & Kaplan, B. J. (1998). Absence of linkage of phonological coding dyslexia to chromosome 6p23-p21.3 in a large family dataset. American Journal of Human Genetics, 63, 1448-1456.
9.
Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., et al. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6-23.
10.
Gilger, J. W., Hanebuth, E., Smith, S. D., & Pennington, B. F. (1996). Differential risk for developmental reading disorders in the offspring of compensated versus noncompensated parents. Reading and Writing: An Interdisciplinary Journal, 8, 407-417.
11.
Hoien, T., Lundberg, L., Stanovich, K. E., & Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing, 7, 171-188.
12.
Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113.
13.
Lerner, J. W. (1989). Educational interventions in learning disabilities. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 326-331.
14.
Lewis, B. A., & Freebairn, L. (1992). Residual effects of preschool phonology disorders in grade school, adolescence, and adulthood. Journal of Speech and Hearing Research, 35, 819-831.
15.
Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the problems of learning to read and write. Remedial and Special Education, 6, 8-17.
16.
Lindamood, P., & Lindamood, C. (1975). The auditory discrimination in depth program. Allen, TX: D.L.M.
17.
Lindamood, C. H., & Lindamood, P. C. (1979). Lindamood Auditory Conceptualization Test, revised. Hingham, MA: Teaching Resources Corporation.
18.
Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596-613.
19.
Lonigan, C. J., Burgess, S. R., Anthony, J. L., & Barker, T. A. (1998). Development of phonological sensitivity in 2- to 5-year-old children. Journal of Educational Psychology, 90(2), 294-311.
20.
Macdonald, G. W., & Cornwall, A. (1995). The relationship between phonological awareness and reading and spelling achievement eleven years later. Journal of Learning Disabilities, 28, 523-527.
21.
Panscofar, N., & Vernon-Feagans, L. (2006). Mother and father language input to young children: Contributions to later language development. Journal of Applied Developmental Psychology, 27, 571-587.
22.
Pennington, B. F., Gilger, J. W., Pauls, D., Smith, S. A., Smith, S. D., & DeFries, J. C. (1991). Evidence for major gene transmission of developmental dyslexia. Journal of the American Medical Association, 266, 1527-1534.
23.
Petryshen, T. L., Kaplan, B. J., Liu, M. F., de French, N. S., Tobias, R., Hughes, M. L., et al. (2001). Evidence for a susceptibility locus on chromosome 6q influencing phonological coding dyslexia. American Journal of Medical Genetics, 105(6), 507-517.
24.
Report of the National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
25.
Reynolds, C. R. (1981). The fallacy of “two years below grade level for age” as a diagnostic for reading disorders. Journal of School Psychology, 19(4), 350-358.
26.
Rohl, M., & Pratt, C. (1995). Phonological awareness, verbal working memory and the acquisition of literacy. Reading and Writing, 7, 327-360.
27.
Schonell, F. J. (1932). Essentials in teaching and testing spelling. London: Macmillan.
28.
Schulte-Korne, G. (2001). Annotation: Genetics of reading and spelling disorder. Journal of Child Psychology and Psychiatry, 42, 985-997.
29.
Shaywitz, S. E. (1998). Dyslexia. New England Journal of Medicine, 338(5), 307-311.
30.
Shaywitz, S. E., Shaywitz, B. A., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., et al. (2003). Neural systems for compensation and persistence: Young adult outcome of childhood reading disability. Biological Psychiatry, 54(1), 25-33.
31.
Torgeson, J. K. (1998). Assessment and instruction for phonemic awareness and word reading skills. In H. W. Catts & A. G. Kamhi (Eds.), Language basis of reading disabilities. Needham Heights, MA: Allyn & Bacon.
32.
Trout, A. L., Epstein, M. H., Mickelson, W. T., Nelson, J. R., & Lewis, L. M. (2003). Effects of a reading intervention for kindergarten students at risk for emotional disturbance and reading deficits. Behavioral Disorders, 28(3), 313-326.
33.
Wadsworth, S. J., DeFries, J. C., Stevenson, J., Gilger, J. W., & Pennington, B. F. (1992). Gender ratios among reading-disabled children and their siblings as a function of parental impairment. Journal of Child Psychology and Psychiatry, 33, 1229-1239.
34.
Wolff, P. H., Melngailis, I., & Kotwica, K. (1996). Family patterns of developmental dyslexia Part III: Spelling errors as behavioural phenotype. American Journal of Medical Genetics, 67, 378-386.
35.
Woodcock, R. W., & Mather, N. (1989). WJ-R tests of achievement: Examiner’s manual. In R. W. Woodcock & M. B. Johnson (Eds.), Woodcock-Johnson Psychoeducational Battery-Revised. Allen, TX: DLM Teaching Resources.
