Torppa, Minna <br/><br/>
Predicting delayed letter knowledge development and its relation to grade 1 reading achievement among children with and without familial risk for dyslexia.  [electronic resource] 

 -  Developmental psychology  Nov 2006 
 - 1128-1142 p.  digital 
<br/><br/> Publication Type: Comparative Study; Journal Article; Research Support, Non-U.S. Gov't 
<br/><br/><label>ISSN: </label>0012-1649 
<br/><br/><label>Standard No.: </label>10.1037/0012-1649.42.6.1128  doi 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Age Factors<br/>Child<br/>Child, Preschool<br/>Cluster Analysis<br/>Developmental Disabilities--physiopathology<br/>Dyslexia--physiopathology<br/>Early Intervention, Educational<br/>Educational Status<br/>Family Health<br/>Female<br/>Humans<br/>Knowledge<br/>Language Development Disorders--physiopathology<br/>Longitudinal Studies<br/>Male<br/>Predictive Value of Tests<br/>Reading<br/>Risk