Early home‐based intervention in the Netherlands for children at familial risk of dyslexia

摘要: Dutch children at higher familial risk of reading disability received a home-based intervention programme before formal instruction started to investigate whether this would reduce the dyslexia. The experimental group (n=23) specific training in phoneme awareness and letter knowledge. A control (n=25) non-specific morphology, syntax, vocabulary. Both interventions were designed take 10 min day, 5 days week for weeks. Most parents sufficiently able work with properly. At post-test had gained more on than group. one morphology measures. On average, these results did not lead significant differences first-grade spelling However, fewer scored below 10th percentile word recognition.