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The Influence of Family History on Reading Remediation and Reading Skills in Children With Dyslexia

University of Calgary

Bonnie J. Kaplan

University of Calgary

Susan Crawford

University of Calgary

This study examined whether family history of reading disability influences the efficacy of reading remediation. A retrospective review of children’s performance in a reading remediation program was carried out along with parental interviews for 102 families. Significant improvements were found in the areas of nonword decoding, phonological awareness, and spelling following the reading remediation program. Younger children and children with lower IQs tended to receive less benefit from the remediation program. Having a paternal history of dyslexia was associated with smaller improvements in nonword decoding scores. Maternal history of dyslexia was not a significant predictor of changes in nonword decoding. These findings suggest that some reading skills may be most effectively integrated at later stages of development. They also point to the possibility of unique relationships that may exist between parents and children who have reading disabilities.

Key Words: children • dyslexia • family history • phonological awareness • reading remediation

Canadian Journal of School Psychology, Vol. 21, No. 1-2, 106-119 (2006)
DOI: 10.1177/0829573506298691


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