{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,27]],"date-time":"2025-11-27T05:14:39Z","timestamp":1764220479294,"version":"3.46.0"},"reference-count":44,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2025,9,22]],"date-time":"2025-09-22T00:00:00Z","timestamp":1758499200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/100009633","name":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","doi-asserted-by":"publisher","award":["HD27802","HD38526","HD49027"],"award-info":[{"award-number":["HD27802","HD38526","HD49027"]}],"id":[{"id":"10.13039\/100009633","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100004359","name":"Vetenskapsr\u00e5det","doi-asserted-by":"publisher","award":["421\u20102011\u20101905"],"award-info":[{"award-number":["421\u20102011\u20101905"]}],"id":[{"id":"10.13039\/501100004359","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2025,11]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>\n                    We investigated the stability of word reading and\/or spelling deficits in children from Sweden (\n                    <jats:italic>N<\/jats:italic>\n                    \u2009=\u2009170) and the U.S. (\n                    <jats:italic>N<\/jats:italic>\n                    \u2009=\u2009452) from the end of Grade 1 to Grade 2 and from Grade 2 to Grade 4. Children were assessed for reading fluency and spelling accuracy and classified into subtypes with isolated reading deficits (RD), isolated spelling deficits (SD) or combined deficits (RSD). Stability was assessed using cross\u2010tabulations and chi\u2010square or Fisher's exact tests. The RSD subtype showed moderate to high stability across grades, whilst RD and especially SD were significantly less stable. These patterns held across orthographies. Although single\u2010timepoint identification of isolated deficits may justify monitoring and support, our findings suggest limited predictive value for long\u2010term persistence. This challenges prior assumptions about the stability of dissociative profiles and underscores that most children with literacy difficulties experience challenges in both the accuracy and efficiency of accessing phonological and orthographic representations. The results have implications for theoretical models of literacy development and for designing interventions targeting early reading and spelling difficulties.\n                  <\/jats:p>","DOI":"10.1002\/dys.70014","type":"journal-article","created":{"date-parts":[[2025,9,23]],"date-time":"2025-09-23T02:05:18Z","timestamp":1758593118000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Is There a Dissociation Between Deficit Subtypes in Word Reading and\/or Spelling? A Longitudinal Study From Grade 1 to Grade 4 Across Orthographies"],"prefix":"10.1002","volume":"31","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7241-1795","authenticated-orcid":false,"given":"Bjarte","family":"Furnes","sequence":"first","affiliation":[{"name":"Department of Education University of Bergen  Bergen Norway"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7824-1750","authenticated-orcid":false,"given":"\u00c5sa","family":"Elw\u00e9r","sequence":"additional","affiliation":[{"name":"Department of Behavioural Sciences and Learning Link\u00f6ping University  Link\u00f6ping Sweden"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2025,9,22]]},"reference":[{"key":"e_1_2_13_2_1","unstructured":"Allaire J. C.Gandrud K.Russell andC.Yetman.2017.\u201cNetworkd3: D3 JavaScript Network Graphs From R. 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