This study, using a longitudinal design with a cohort of young readers, investigates if children's early word decoding ability in Second Grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (GradeTwo) with academic performance (Grade Nine) gender and non-verbal cognitive ability were accounted for in hierarchical regression models. Results show that even after controlling for these factors word decoding successfully predicted marks in subjects as well as attendance in advanced courses and language classes. The authors conclude that children's early ability to decode words could be an important factor for predicting performance in school and, thus, stress the importance for schools to investigate children's early word decoding ability.

This study examines the effects of children’s ability of word decoding in second grade on academic success in ninth grade. It is believed that children with a high level of word decoding in second grade have advantages throughout the educational system compared to children with a low level of word decoding. The aim of the study is to investigate the predictive power of early word decoding on later academic success in comparison with non-verbal cognitive ability. A Swedish cohort of 2165 children in second grade (8 year) was investigated with two tests of word decoding (the Word chains test and OS 400) and a non-verbal cognitive ability test (Raven’s matrices). Academic success was defined as marks in school subjects and educational choices, collected from the children’s’ school leaving certificates (16 year). As expected, preliminary results show that word decoding have a moderate correlation with marks in school subjects and is a much better predictor of success than non-verbal cognitive ability. Additional results will be discussed.

The aim of the paper is to present an outline of results from a longitudinal study of reading disabled persons in Kronoberg, Sweden and to address several considerations to develop scientifically well-founded methods. This report presents an outline of group comparisons between reading disabled persons and a control group of normal readers from eight years old in grade 2 until 29 years old at the follow-up study. From a total cohort of 2167 children in grade 2, a sample of 103 children was selected on the basis of different screening tests and was followed through the educational system to the end of upper secondary school. The sample was matched with a control group on age, gender, school class and nonverbal ability. The purpose of the follow up study was to investigate dyslexia's influence on quality of life regarding health and life situation in relation to background factors collected during early school years and adolescence. The reading disabled differed in self-reliance in reading, formal education and reported how the reading impairment had left them with bad memories of the years in school. However, there were no differences between the groups on reported general confidence in their abilities and if they were in control of their lives. Also, there were no differences between the groups on reported psychical health and other factors concerning wellbeing. It seems that the difficulties the reading disabled group reported are isolated to reading and writing activities and not to other areas. The reading disabled has not challenged themselves in higher education as much as the control group. Instead, they prepared themselves for the labour market and an adult living earlier in life than the control group. We suggest that the educational factor explains many of the investigated differences between the groups, such as transitions and raising families. The results also revealed challenges for future research. The cut off score in the extreme lower end of the tail resulted in preponderance for boys

Purpose: This poster addresses findings from a Swedish longitudinal reading project, Reading Development in Kronoberg, during a period of 20 years (1989 until 2010). The purpose is to answer questions about consequences of poor decoding ability in grade two concerning decoding development and ability as adult as well as academic success. Method: On the basis of two word decoding tests administered in a cohort of 2165 children in grade 2 (age 8-9) together with teachers' estimates of poor readers, a total of 103 children with reading disabilities (RD) were selected. A control group of 90 children with normal reading capacity were matched on gender, school class and non-verbal cognitive ability. The RD children and the controls were retested with different reading and cognitive tests in grade 5, 9, 12 and 30 RD plus 28 controls, at the age of 29, together with information about their marks and academic careers. Results: The RD group was significantly poorer at all reading related measures at all test points. Especially, phonological measures and spelling were far behind as well as academic success. The decoding gap between RD and controls increased, in particular after the end of formal schooling. Except a few subjects, they followed a deficit model. Conclusions: It seems like as long as RD takes part of the education system they continues to develop their decoding ability, but than the decoding level away. It also seems like decoding ability in early grades are more important for later academic success than cognitive non-verbal ability.

Does the orthographic complexity of the word matter when the child is acquiring initial reading skills or are other factors more important? The present study presents longitudinal results on word decoding and spelling development of 35 Swedish first grade children. The children were followed in four test points during their first school year. Design and test material were based on Seymour et al, (2003). The results indicate that Swedish readers confirm well to the general pattern of development found in earlier studies. The orthographic complexities in Swedish, seems to affect the children’s reading development. Simple words were generally read correctly more often than complex words. For the first three test points monosyllabic pseudo words were read more correct than simple words. The results indicate that Swedish students in the beginning of the reading process have their attention focused on decoding words with using phonological skills and letter knowledge rather than using a logographic strategy.

Abstract:

Purpose. To provide a detailed description of the development of word recognition during the first year of schooling, with respect to processing speed and decoding accuracy.

Method. One year longitudinal study of the first year of reading development in 35 seven year old Swedish children. The study used a computer based measurement procedure with four waves of repeated measurement of reading aloud of single words. The accuracy of word decoding was recorded and analyzed with respect to errors and decoding strategies. Reaction and process times were recorded for reading as well as for rapid naming and letter knowledge. The word material consisted of; (a) very familiar (content and functor) mono syllable simple words;  (b) complex words which occur with high frequency in the early stages of children’s reading schemes; (c) simple one-syllable pseudowords and (d) two-syllable pseudowords. Also a short spelling task was used. Assessment of letter knowledge and phonological awareness was done prior to school entry.

Results. The results show a rapid reading development for practically all children and clear evidence for code oriented and phonologically based decoding strategies. At the first three timepoints monosyllable pseudo words were read more correct than simple words. The development of decoding speed was preceded by an increase in accuracy.

Conclusions. When learning to read, in the Swedish orthography, the beginning readers rely on phonological skills and letter knowledge rather than using any holistic strategy. The results give no support to the claim of an initial logographic strategy in reading acquisition