Kenneth Eklund

Active JYU affiliations

Research interests

The focus of our study has been to find predictors and precursors of dyslexia. The risk of dyslexia for a child with a parent with dyslexia is about fourfold compared to a child without family risk. One strategy for finding this kind of predictive signs is to compare the development of children in two groups: with and without family risk for dyslexia. Finding early precursors and predictors of dyslexia enables early intervention to these children and focusing these interventions to right skill domains. At the moment we already know, that it is worth trying to intervene the development of language, phonological awareness, and learning of sound-letter correspondence. New information can be utilized by parents at home, as well as staff in kindergartens and day care centers. During the last years we have focused in examining the development of reading skills in school-age. Our aim has been to find out, first, how reading skills of children with family risk and difficulties in reading acquisition developed when compared to children without reading acquisition problems, and second, whether possible reading disability is visible in all children already at early grades in school or are their children with late-emerging dyslexia. We have found first, a group with reading difficulties emerging after Grade 3, and second, a group of children whose reading skills develop to the level of their age-mates in spite of difficulties in early reading acquisition. Our results suggest that it is important to continue to follow the reading skill development after the early grades. We have also developed tools for teachers to identify children with compromised development of literacy skills. At the moment, data gathering concerning young adults is going on. Through these surveys we try to find out how family risk for dyslexia affects post-secondary education, life-satisfaction and well-being of these young adults.

Publications