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In kindergarten, vocabulary, phonological awareness, lexical retrieval, and verbal and visual short\u2010term memory were assessed. The results showed that the children at risk were less skilled in phonemic awareness in kindergarten. During the first 5\u00a0months of reading instruction, children at risk were less efficient in word decoding and the discrepancy increased over the months. In subsequent months, the discrepancy prevailed for simple words but increased for more complex words. Phonemic awareness and lexical retrieval predicted the reading development in children at risk and controls to the same extent. It is concluded that children at risk are behind their typical peers in word decoding development starting from the very beginning. Furthermore, it is concluded that the disadvantage increased during phonics instruction and that the same predictors underlie the development of word decoding in the two groups of children. \u00a9 2017 The Authors Dyslexia Published by John Wiley &amp; Sons Ltd.<\/jats:p>","DOI":"10.1002\/dys.1556","type":"journal-article","created":{"date-parts":[[2017,5,4]],"date-time":"2017-05-04T01:00:26Z","timestamp":1493859626000},"page":"141-160","source":"Crossref","is-referenced-by-count":23,"title":["Word Decoding Development during Phonics Instruction in Children at Risk for Dyslexia"],"prefix":"10.1002","volume":"23","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2885-5129","authenticated-orcid":false,"given":"Moniek M.H.","family":"Schaars","sequence":"first","affiliation":[{"name":"Behavioural Science Institute Radboud University  Nijmegen The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Eliane","family":"Segers","sequence":"additional","affiliation":[{"name":"Behavioural Science Institute Radboud University  Nijmegen The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ludo","family":"Verhoeven","sequence":"additional","affiliation":[{"name":"Behavioural Science Institute Radboud University  Nijmegen The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2017,5,3]]},"reference":[{"key":"e_1_2_6_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/07419325020230050501"},{"key":"e_1_2_6_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/001440291107700405"},{"key":"e_1_2_6_4_1","article-title":"The interface between genetics and psychology: Lessons from developmental dyslexia","volume":"282","author":"Bishop D. 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