Early indicators of dyslexia: a longitudinal study
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Abstract
Developmental dyslexia is often diagnosed when problems in learning to read have negatively affected other academic areas and even the emotional well-being. International research points to the existence of some predictors of this learning disorder, allowing timely and preventive intervention. However, the differences relating to the European Portuguese orthographic code does not allow us to draw conclusions from studies conducted in other linguistic contexts. With this problem in mind, we have developed a longitudinal study, which aims to highlight the predictors of dyslexia in Portuguese children. The investigation followed a longitudinal plan over three years and the results obtained from a sample of 200 children identify the existence of predictive power in two variables: the knowledge that the child has about the name of the letters and their performance in verbal fluency tasks, showing the influence that factors relating to the difficulties in acquiring the alphabetic principle and lexical access will have on later manifestation of problems in the acquisition of reading.
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