Over two decades of Finnish research, monitoringchildren born with risk for dyslexia has been carried out in theJyväskylä Longitudinal Study of Dyslexia (JLD). Two hundredchildren, half at risk, have been assessed from birth topuberty on hundreds of measures. The aims were to identifymeasures of prediction of later reading difficulty and to instigateappropriate and earliest diagnosis and intervention. Wecan identify at-risk children from newborn electroencephalographicbrain recordings (Guttorm et al., J Neural Transm110:1059–1074, 2003). Predictors are also apparent fromlate-talking infants who have familial background of dyslexia(Lyytinen and Lyytinen, Appl Psycolinguistics 25:397–411,2004). The earliest easy-to-use predictive measure to identifychildren who need help to avoid difficulties in learning to readis letter knowledge (Lyytinen et al., Merrill-Palmer Q 52:514–546, 2006). In response, a purpose-engineered computergame, GraphoGame™, provides an effective intervention tool(Lyytinen et al., Scand J Psychol 50:668–675, 2009). In doublingas a research instrument, GraphoGame providesbespoke intervention/reading instruction for typical/atypically developing children. Used extensively throughoutFinland, GraphoGame is now crossing the developed and developingworld to assist children, irrespective of the cause(environmental or genetic) of their failing to learn to read(Ojanen et al., Front Psychol 6(671):1–13, 2015).
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