Towards a further characterization of phonological and literacy problems in Dutch‐speaking children with dyslexia
Towards a further characterization of phonological and literacy problems in Dutch‐speaking children with dyslexia
This longitudinal study examined the development of phonology and literacy in Dutch-speaking children at family risk of dyslexia and in matched controls. Measures were administered in kindergarten (before the start of formal reading instruction), in first and in third grade. Children, diagnosed with dyslexia in third grade, showed impaired phonological …