International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(3) 201-210

Early Predictors for Kindergarten Students at Risk for Dyslexia: A Two-Year Longitudinal Study

Emine Balcı

pp. 201 - 210   |  DOI: https://doi.org/10.29329/ijpe.2020.248.15   |  Manu. Number: MANU-1910-17-0002.R1

Published online: June 05, 2020  |   Number of Views: 349  |  Number of Download: 825


Abstract

This study aim to determine early clues that can be seen in kindergarten students at risk of dyslexia. The sample consisted of 27 students selected from two kindergartens through purposeful sampling. The Kindergarten Dyslexia Pre-Determination Observation Form was developed by researcher, Personal Information Form and Colorado Learning Disability Questionnaire-Reading Sub-Scale (CLDQ-R) were used as a data collection tool. Firstly, the students were observed by the kindergarten teachers during the education period through the scale that was developed by researcher and in the following next year, the classroom teachers in the schools where these students started the first year and the researcher identified the students who were thought to be at risk dyslexia. Finally the early clues in the kindergarten were tried to be reached by following the last measurements. The data were analyzed using Mann Whitney U test and descriptive analysis techniques. As a result of this study, it can be said that kindergarten students at risk of dyslexia have problems to recall the informations (songs, rhymes, words, names and names),  phonologic development, rapid automatic naming skills, simple sequencing and arithmetic skills, experienced in time and spatial skills and have less vocabulary than their peers and this situation is reflected in their speeches.

Keywords: Dyslexia, Kindergarten, Dyslexic, Early Symptoms


How to Cite this Article?

APA 6th edition
Balci, E. (2020). Early Predictors for Kindergarten Students at Risk for Dyslexia: A Two-Year Longitudinal Study . International Journal of Progressive Education, 16(3), 201-210. doi: 10.29329/ijpe.2020.248.15

Harvard
Balci, E. (2020). Early Predictors for Kindergarten Students at Risk for Dyslexia: A Two-Year Longitudinal Study . International Journal of Progressive Education, 16(3), pp. 201-210.

Chicago 16th edition
Balci, Emine (2020). "Early Predictors for Kindergarten Students at Risk for Dyslexia: A Two-Year Longitudinal Study ". International Journal of Progressive Education 16 (3):201-210. doi:10.29329/ijpe.2020.248.15.

References
  1. Akhtar, S. (2008). The nature of developmental dyslexia. Master Thesis. Long Island University, New York. [Google Scholar]
  2. Caroll, M.J., Mundy, R.I., & Cunningham, J., A. (2014). The roles of family history of dyslexia, language, speech production and phonological orocessing in predicting literacy progress. Developmental Science, 17(5), 727-742. [Google Scholar]
  3. Doğan, H. (2012). Özel öğrenme güçlüğü riski taşıyan 5-6 yaş çocukları için uygulanan erken müdahale eğitim programının etkisinin incelenmesi, Phd Thesis,Marmara University, İstanbul. [Google Scholar]
  4. Edwards, J. (1994). The scars of dyslexia: Eight case studies in emotional reactions. London: Cassell. [Google Scholar]
  5. Frith, U. (1985). Beneath the surface of developmental dyslexia. K. Patterson, J. Marshall, & M. Coltheart (Ed.), Surface dyslexia (s. 301-331). Londra: Erlbaum. [Google Scholar]
  6. Gooddy, W., & Reinhold, M. (1961). Congenital dyslexia and asymmetry of cerebral function. Brain, 84(2), 231-242. [Google Scholar]
  7. Gür, G. (2013). Disleksili bireylerde erken tanı konmasının önemi ve disleksi eğitimlerinde yurt içi ve yurt dışı uygulamaların incelenmesi ve karşılaştırılması, Master Thesis, Çukurova University, Adana.  [Google Scholar]
  8. Goulandris, N. K., & Snowling, M. (1991). Visual memory deficits: A plausible cause of developmental dyslexia? Evidence from a single case study. Cognitive Neuropsychology, 8, 127-154. [Google Scholar]
  9. Hogan, T. P., & Thomson, J. M. (2010). Epilogue to Journal of Learning Disabilities special edition ‘Advances in the early detection of reading risk”: Future advances in the early detection of reading risk: Subgroups, dynamic relations, and advanced methods. Journal of learning disabilities, 43(4), 383-386. [Google Scholar]
  10. Hornsby, B. (2011). Overcoming dyslexia. Random House, England. [Google Scholar]
  11. Houssart, J. (2001) Counting difficulties at key stage two, Support for Learning, 16(1), 11-16. [Google Scholar]
  12. Humphrey, N. (2003). Teacher and pupil ratings of self-esteem in developmental dyslexia.   British Journal of Special Education. 29(1), 29-36. [Google Scholar]
  13. Hutchinson, J. M., Whiteley, H. E., Smith, C. D., & Connors, L. (2004). The early identification of dyslexia: Children with English as an additional language. Dyslexia, 10(3), 179-195. [Google Scholar]
  14. International Dyslexia Association. (2009). What is dyslexia? (2018, D December 16), Retrieved from http://www.interdys.org [Google Scholar]
  15. Joffe, L. S., (1981). School mathematics and dyslexia: Aspect of the interrelationship, Phd Thesis, Aston University, Birmingham. [Google Scholar]
  16. Lorna, H. (2013). The role of the home literacy environment in the early literacy development of children at family-risk of dyslexia, Phd Thesis, York University, York. [Google Scholar]
  17. Lyytinen, P., Eklund, K., & Lyytinen, H. (2005). Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia, Annals of Dyslexia,  55(2), 166-192. [Google Scholar]
  18. Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27. [Google Scholar]
  19. McNulty, A. M. (2013). Dyslexia and the life course. Journal of Learning Disabilitie. 36(4), 363–381. [Google Scholar]
  20. Morgan, W. (1896). A case of congenital word blindness. British Medical Journal. 2, 1378. [Google Scholar]
  21. Norton, S. E. (2012). Using cognitive neuroscience to examine the brain basis of pre reading skills in kindergarten children and subtypes of risk for dyslexia: Toward MRI and EEG prediction of reading outcomes. Phd Thesis, Tufts University, Massachusetts. [Google Scholar]
  22. Owen, E. R. (2014). Language disorders: A functional approach to assesment and intervention. Pearson, USA. [Google Scholar]
  23. Regvoort, A. G. F. M. (2007). Early intervantion with children of dyslexic parents: Effects of computer-based reading instruction at home on literacy acquisition. Learning and Individual Diffirences. 17(1), 35-53. [Google Scholar]
  24. Rescorla, L. (2000). Do late-talking toddlers turn out to have language and reading outcomes a decade later. Annals of Dyslexia. 50, 87-102. [Google Scholar]
  25. Scheffel, D. L., Shaw, J. C., & Shaw, R. (2008). The efficacy of a supplementary multisensory reading program for first-grade students. Journal of Reading Improvement, 45(3), 139-152 [Google Scholar]
  26. Schneider, W., Ennemoser, M., Roth, E., & Küspert, P. (1999). Kindergarten prevention of dyslexia: Does training in phonological awareness work for everybody?. Journal of learning disabilities, 32(5), 429-436. [Google Scholar]
  27. Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science- based program for reading problems at any level. New York: Alfred A. Knopf. [Google Scholar]
  28. Shaywitz, S., & Shaywitz, B. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Development and Psychopathology, 20, 1329–1349. [Google Scholar]
  29. Snowling, M. J. (2013). Early identification and interventions for dyslexia: a contemporary view. Journal of Research in Special Educational Needs, 13(1), 7-14. [Google Scholar]
  30. Szalkowski, C. E. (2012). Characterizing candidate dyslexia susceptibility genes through rodent models: Effects on brain development and behavior. Phd Thesis, Connecticut University, Connecticut. [Google Scholar]
  31. Turgut, S., Erden, G., & Karakaş, S. (2010). Özgül öğrenme güçlüğü (Öög) dikkat eksikliği hiperaktivite bozukluğu (Dehb) birlikteliği ve kontrol gruplarının öög bataryası ile belirlenen profilleri. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 17 (1), 13-25. [Google Scholar]
  32. Waldvogel, S. J. (2010). Examining the effectiveness of a multi-sensory instructional reading program in one rural midwestern school district. Phd Thesis, Oklahoma State University, Oklahoma. [Google Scholar]