| Abstract [eng] |
The aim of this longitudinal study was to determine the risk factors in preschool age, which predict students' reading difficulties in the first and second grades. The results showed that decoding and reading comprehension skills of first- and second-grade students are best predicted by different cognitive abilities and functions at preschool age: decoding skills – by rapid automatized naming, short-term auditory memory, phonological awareness and processing speed of visual information; reading comprehension – by language skills (vocabulary), rapid automatized naming and phonological awareness. In order to predict the future reading results of at-risk and non-at-risk children in grades 1 and 2, it is more valuable to rely on information provided by educators than parents on risk indicators of reading difficulties observed in preschool age. It is recommended to identify the risk of reading difficulties already at preschool age based on the teacher-completed Dyslexia Risk Questionnaire (DRQ-T) cutoff score of 33, also taking into account rapid object and color naming scores, speech therapist-completed Dyslexia Risk Questionnaire (DRQ-S) total score, and information on parental difficulties in learning to read and write. |
