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Large Sample Studies of Dyslexia: Prediction and Outcome

D. Lynn Flowers, Marianne Meyer, Guinevere Eden and Frank Wood

Wake Forest University School of Medicine, Winston-Salem, NC; USA lflowers@wfubmc.edu

Abstract

This paper will report on the evaluation of reading in two large cohorts. The first is a large epidemiological sample of students acquired in the first three primary grades and followed into adulthood. These students were assessed at intervals on a wide range of reading and other skills, including measures of phoneme awareness, non-word reading, and fluency. Recently, a subset of them-now 23-25 years old-was assessed again with cognitive testing and neuroimaging. This cohort has yielded growth curve data on students from 3rd grade to adulthood on tests of reading and the underlying skills supporting reading acquisition, the trajectory of IQ discrepant and non-discrepant readers through high school, the prediction of reading acquisition from early primary skills, and functional neuroimaging of cross-modal integration in a subset of young adults. The second cohort, acquired as adults, was classified as to reading level based on archival records. This cohort has yielded information about the persistence of underlying skill deficits, genetically validated phenotypy, and functional brain imaging. A subset of these subjects has also submitted to an intensive remediation program with pre- and posttesting and functional magnetic resonance imaging.

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