Longitudinal predictors of word reading for children with Williams syndrome

Abstract We examined the cognitive, language, and instructional predictors of early word-reading ability in a sample children with Williams syndrome longitudinally. At Time 1, sixty-nine 6–7-year-olds (mean age = 6.53 years) completed standardized measures phonological awareness, visual-spatial perception, vocabulary, overall intellectual ability. Word-reading instruction type was classified as (systematic) Phonics ( n 35) or Other 34). 2, approximately 3 years later 9.47 years), assessment single-word reading Reading at 2 varied considerably, from inability to read any words slightly above level expected for age. The results multiple regression indicated that 1 type, perception (as assessed by matching letter-like forms measure) each explained significant unique variance word 2. A systematic phonics approach associated significantly better performance than other reading-instruction approaches. Exploratory analyses suggested relations between these factors were complex. Considered together, findings strongly suggest that, line Cumulative Risk Resilience Model disability, (dis)ability is probabilistic nature, resulting interaction individual environmental risk protective factors. also have educational implications: should combine awareness training while incorporating letter discrimination highlighting differences similar-appearing letters.