Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievement in Grade 1 spring, four subgroups were…

The present study analyzed data from the Jyvaskyla Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school…

Twenty-six Finnish at-risk first-graders received practice in linguistic awareness. When compared to controls on phonological awareness, listening comprehension, and WISC-R scores, the intervention group showed a more rapid building-up of phonological awareness, especially phoneme-blending ability, as well as superiority in word recognition,…