{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,15]],"date-time":"2026-04-15T04:50:24Z","timestamp":1776228624275,"version":"3.50.1"},"reference-count":33,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2011,5,25]],"date-time":"2011-05-25T00:00:00Z","timestamp":1306281600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2012,1]]},"abstract":"<jats:p>\n                    <jats:bold>Background:\u2002<\/jats:bold>\n                    The present study concerns literacy and its underlying cognitive skills in Dutch children who differ in familial risk (FR) for dyslexia. Previous studies with FR\u2010children were inconclusive regarding the performance of FR\u2010children without dyslexia as compared to the controls. Moreover,  recently showed that FR\u2010children with and without dyslexia differed in parental reading skills, suggesting that those who go on to develop dyslexia have a higher liability. The current study concerned 1) the comparison of three groups of children at the end of second grade and 2) the intergenerational transfer of reading and its underlying cognitive skills from parent to child.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Method:\u2002<\/jats:bold>\n                    Three groups of children were studied at the end of second grade: FR\u2010dyslexia (\n                    <jats:italic>n\u2003<\/jats:italic>\n                    =\n                    <jats:italic>\u2003<\/jats:italic>\n                    42), FR\u2010no\u2010dyslexia (\n                    <jats:italic>n\u2003<\/jats:italic>\n                    =\n                    <jats:italic>\u2003<\/jats:italic>\n                    99), and control children (\n                    <jats:italic>n\u2003<\/jats:italic>\n                    =\n                    <jats:italic>\u2003<\/jats:italic>\n                    66). Parents and children were measured on naming, phonology, spelling, and word and pseudoword reading.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Results:\u2002<\/jats:bold>\n                    The FR\u2010dyslexia children were severely impaired across all tasks. The FR\u2010no\u2010dyslexia children performed better than the FR\u2010dyslexia children, but still below the level of the controls on all tasks; the only exception was rapid naming (RAN), on which they were as fast as the controls. Focusing on the FR subsample, parental reading and RAN were related to their offspring\u2019s reading status.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Conclusions:\u2002<\/jats:bold>\n                    We replicated and extended van Bergen et al.\u2019s study in showing that the FR\u2010children who develop dyslexia are likely to have a higher liability. Both the group comparisons and the parent\u2013child relations highlight the importance of good RAN skills for reading acquisition.\n                  <\/jats:p>","DOI":"10.1111\/j.1469-7610.2011.02418.x","type":"journal-article","created":{"date-parts":[[2011,5,25]],"date-time":"2011-05-25T12:57:20Z","timestamp":1306328240000},"page":"28-36","source":"Crossref","is-referenced-by-count":89,"title":["Child and parental literacy levels within families with a history of dyslexia"],"prefix":"10.1111","volume":"53","author":[{"given":"Elsje","family":"van Bergen","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Peter F.","family":"de Jong","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Anna","family":"Plakas","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ben","family":"Maassen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Aryan","family":"van der Leij","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2011,5,25]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2009.01281.x"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1348\/026151010X485223"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neuropsychologia.2007.01.009"},{"key":"e_1_2_8_5_1","volume-title":"E\u00e9n\u2010Minuut\u2010Test [One\u2010Minute\u2010Test]","author":"Brus B.T.","year":"1972"},{"key":"e_1_2_8_6_1","volume-title":"New light on literacy and numeracy","author":"Bynner J.","year":"2006"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.395"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.91.3.450"},{"key":"e_1_2_8_9_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.95.1.22"},{"key":"e_1_2_8_10_1","first-page":"53","article-title":"Fonemisch bewustzijn, benoemsnelheid en leren lezen [Phonemic awareness, rapid naming, and learning to read]","volume":"79","author":"de Jong P.F.","year":"2002","journal-title":"Pedagogische Studi\u00ebn [Pedagogical Studies]"},{"key":"e_1_2_8_11_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-1809.1965.tb00500.x"},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9280.2009.02405.x"},{"key":"e_1_2_8_13_1","doi-asserted-by":"publisher","DOI":"10.1037\/0021-843X.110.1.40"},{"key":"e_1_2_8_14_1","volume-title":"Verantwoording Drie\u2010Minuten\u2010Toets (DMT) [Account Three\u2010Minutes\u2010Test]","author":"Moelands F.","year":"2003"},{"key":"e_1_2_8_15_1","volume-title":"Mx: Statistical modeling [computer software]","author":"Neale M.C.","year":"2004"},{"key":"e_1_2_8_16_1","volume-title":"How children learn to read","author":"Olson R.K.","year":"2009"},{"key":"e_1_2_8_17_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-8624.00317"},{"key":"e_1_2_8_18_1","doi-asserted-by":"publisher","DOI":"10.1002\/9780470757642.ch24"},{"key":"e_1_2_8_19_1","volume-title":"Behavioral genetics","author":"Plomin R.","year":"2008"},{"key":"e_1_2_8_20_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.1990.tb03562.x"},{"key":"e_1_2_8_21_1","doi-asserted-by":"publisher","DOI":"10.1080\/17470210701508830"},{"key":"e_1_2_8_22_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-8624.7402003"},{"key":"e_1_2_8_23_1","volume-title":"The science of reading: A handbook","author":"Snowling M.J.","year":"2000"},{"key":"e_1_2_8_24_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2006.01725.x"},{"key":"e_1_2_8_25_1","volume-title":"Labour force: Level of education","author":"Statline","year":"2010"},{"key":"e_1_2_8_26_1","volume-title":"Snijders\u2010Oomen Nonverbal Intelligence Test, SON\u2010R 2.5\u20137, Manual and research report","author":"Tellegen P.J.","year":"1998"},{"key":"e_1_2_8_27_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219410369096"},{"key":"e_1_2_8_28_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.423"},{"key":"e_1_2_8_29_1","volume-title":"Serieel benoemen en woorden lezen [Serial naming and word reading]","author":"van den Bos K.P.","year":"2003"},{"key":"e_1_2_8_30_1","volume-title":"De Klepel: een test voor de leesvaardigheid van pseudowoorden [The Klepel: A test for the reading skills of pseudowords]","author":"van den Bos K.P.","year":"1994"},{"key":"e_1_2_8_31_1","volume-title":"Schaal vorderingen in spellingvaardigheid [Scale progress in spelling skills]","author":"van den Bosch L.","year":"1993"},{"key":"e_1_2_8_32_1","volume-title":"Drie\u2010Minuten\u2010Toets. 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