ArticleBrain sciences2021
Unveiling the Mysteries of Dyslexia-Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia.
Article in Brain sciences, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
18 citing papers in PubMed, 1 synthesis or guideline pooled it, 59 citations in OpenAlex.
- Dyslexia: A Bibliometric and Visualization Analysis.Frontiers in public health · 2022Pooled it
- Utilizing functional neuroimaging to study early language development.Developmental cognitive neuroscience · 2025Review
- Reading skills over time among children with Duchenne muscular dystrophy.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2025Article
- Effectiveness of Cognitive-Behavioral Play Therapy on Behavioral Adjustment and Problem-Solving Skills in Students with Dyslexia.International journal of school health · 2025Article
- The perceptual span in dyslexic reading and visual search.Dyslexia (Chichester, England) · 2024Article
- Where do neurodevelopmental conditions fit in transdiagnostic psychiatric frameworks? Incorporating a new neurodevelopmental spectrum.World psychiatry : official journal of the World Psychiatric Association (WPA) · 2024Article
- Abnormal brain activation during speech perception and production in children and adults with reading difficulty.NPJ science of learning · 2024Article
- Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2024Article
- Dyslexics Exhibit an Orthographic, Not a Phonological Deficit in Lexical Decision.Language, cognition and neuroscience · 2024Article
- Brain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy.Brain sciences · 2023Article
- Phoneme Representation and Articulatory Impairment: Insights from Adults with Comorbid Motor Coordination Disorder and Dyslexia.Brain sciences · 2023Article
- In search of finalizing and validating digital learning tools supporting all in acquiring full literacy.Frontiers in psychology · 2023Review
- Trends in Dyslexia Research during the Period 1950 to 2020-Theories, Definitions, and Publications.Brain sciences · 2022Review
- Later but Not Weaker: Neural Categorization of Native Vowels of Children at Familial Risk of Dyslexia.Brain sciences · 2022Article
- The Role of Brain Activity in Characterizing Successful Reading Intervention in Children With Dyslexia.Frontiers in neuroscience · 2022Article
- Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry.Frontiers in pediatrics · 2022Article
- Insights into Dyslexia Genetics Research from the Last Two Decades.Brain sciences · 2021Review
- How Visual Word Decoding and Context-Driven Auditory Semantic Integration Contribute to Reading Comprehension: A Test of Additive vs. Multiplicative Models.Brain sciences · 2021Article
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Authors and funding
7 authors at 2 institutions in 1 country.
Funding
Abstract
This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identification differentiated the family risk group from the control group and predicted reading speed until the age of 14 years. Early oral language skills, phonological processing skills, rapid automatized naming, and letter knowledge differentiated the groups from ages 2.5-3.5 years onwards and predicted dyslexia and reading development, including reading comprehension, until adolescence. The home environment, a child's interest in reading, and task avoidance were not different in the risk group but were found to be additional predictors of reading development. Based on the JLD findings, preventive and intervention methods utilizing the association learning approach have been developed.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.