Lohvansuu Kaisa, Torppa Minna, Ahonen Timo, Eklund Kenneth, Hämäläinen Jarmo A, Leppänen Paavo H T, Lyytinen Heikki
Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland.
Department of Teacher Education, University of Jyväskylä, P.O. Box 35, FI-40014 Jyväskylä, Finland.
Brain Sci. 2021 Mar 27;11(4):427. doi: 10.3390/brainsci11040427.
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.
本文回顾了于韦斯屈莱诵读困难纵向研究（JLD）的观察结果。JLD是一项前瞻性家庭风险研究，其中对因父母患有诵读困难而有家族性诵读困难风险的儿童（N = 108）和无诵读困难风险的对照组儿童（N = 92）从出生到成年进行了跟踪研究。JLD研究表明，与对照组相比，有风险的儿童在阅读和拼写任务中表现不佳的可能性是对照组的四倍。利用脑事件相关电位（ERP）在出生后第一周观察到的新生儿听觉不敏感被证明是诵读困难的首个先兆。在六个月大时测量的与音素长度识别相关的ERP能够区分家族风险组和对照组，并预测14岁之前的阅读速度。从2.5至3.5岁起，早期口语技能、语音处理技能、快速自动命名和字母知识能够区分这两组儿童，并预测诵读困难和阅读发展，包括阅读理解，直至青春期。风险组儿童的家庭环境、对阅读的兴趣和任务回避情况并无差异，但这些因素被发现是阅读发展的额外预测因素。基于JLD的研究结果，已开发出利用联想学习方法的预防和干预方法。
