{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,20]],"date-time":"2026-10-20T11:50:38Z","timestamp":1792497038159,"version":"4.5.0"},"reference-count":51,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2022,5,18]],"date-time":"2022-05-18T00:00:00Z","timestamp":1652832000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2022,8]]},"abstract":"<jats:p>When dyslexia is diagnosed late, the question is whether this is due to late\u2010<jats:italic>emerging<\/jats:italic> (LE) or late\u2010<jats:italic>identified<\/jats:italic> (LI) problems. In a random selection of dyslexia\u2010diagnosis case files we distinguished early\u2010diagnosed (Grade 1\u20133, <jats:italic>n<\/jats:italic>\u00a0=\u00a0116) and late\u2010diagnosed (Grade 4\u20136) dyslexia. The late\u2010diagnosed files were divided into LE (<jats:italic>n<\/jats:italic>\u00a0=\u00a054) and LI dyslexia (<jats:italic>n<\/jats:italic>\u00a0=\u00a045). The LE group consisted of children whose national\u2010curriculum literacy outcomes did not warrant referral for dyslexia diagnosis in Grades 1\u20132; the LI group of children whose literacy outcomes did, but who were referred for diagnostic assessment after Grade 3. At the time of diagnosis, the percentage of poor performers on word\u2010level literacy measures generally did not differ between the groups. Only the LE group contained fewer poor performers than the early\u2010diagnosed and LI group on some word\u2010reading measures. All groups showed similar distributions of phonological difficulties. There were no indications of compensation through vocabulary, memory or IQ in either late\u2010diagnosed group. Our diagnosis\u2010based study confirms and extends previous research\u2010based studies on LE dyslexia. Moreover, it shows that LI dyslexia exists, which can be regarded as the existence of instructional casualties. The findings speak to issues of identification, diagnosis and compensation and call for further efforts to improve the early identification of dyslexia.<\/jats:p>","DOI":"10.1002\/dys.1712","type":"journal-article","created":{"date-parts":[[2022,5,19]],"date-time":"2022-05-19T06:25:49Z","timestamp":1652941549000},"page":"276-292","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":12,"title":["A stitch in time\u2026: Comparing late\u2010identified, late\u2010emerging and early\u2010identified dyslexia"],"prefix":"10.1002","volume":"28","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5258-7518","authenticated-orcid":false,"given":"Elise H.","family":"de Bree","sequence":"first","affiliation":[{"name":"Research Institute of Child Development and Education University of Amsterdam  Amsterdam Netherlands"},{"name":"Department of Education and Pedagogy Utrecht University  Utrecht Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3330-2916","authenticated-orcid":false,"given":"Madelon","family":"van den Boer","sequence":"additional","affiliation":[{"name":"Research Institute of Child Development and Education University of Amsterdam  Amsterdam Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Boukje M.","family":"Toering","sequence":"additional","affiliation":[{"name":"Marnix Academy for the Training of Primary School Teachers  Utrecht Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Peter F.","family":"de Jong","sequence":"additional","affiliation":[{"name":"Research Institute of Child Development and Education University of Amsterdam  Amsterdam Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,5,18]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0048082"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1652"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.intell.2013.06.012"},{"key":"e_1_2_11_5_1","volume-title":"3DM: Cognitieve analyse van lezen en spellen","author":"Blomert L.","year":"2009"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2006.05.009"},{"key":"e_1_2_11_7_1","volume-title":"E\u00e9n minuut test","author":"Brus B. 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