Browsing by Author "Laitila, Outi"

In previous studies, dyslexia has been identified as a hereditary learning disability that poses challenges to children's learning paths and future academic skills. Act on Early Childhood Education and Care (2018/540/3§) presents one of the aims of early childhood education to support the conditions of childhood learning and to promote lifelong learning and the imple-mentation of educational equality. In addition, the same law states that the objective of early childhood education is to identify the need for individual support for the child and to provide appropriate support in early childhood education, if necessary in multidisciplinary coopera-tion. Based on this information, it would be advisable to look at the means of early support for children with familial risk for dyslexia in early childhood education. The purpose of this thesis is to deepen the knowledge of the development of language to children with familial risk for dyslexia and the possibilities early support in early childhood education for these children. The research questions that I researched based on previous studies were: 1. What factors predict the future challenges for children with familial risk for dyslexia? 2. What is early support to children with familial risk for dyslexia? The study is a qualitative study that was carried out as a systematic literature review. The material was selected according to the acceptance and exclusion criteria. Four Finnish doctoral dissertations were used as material. A thematic analysis of the material was conducted. The study revealed that the factors that predicted the dyslexia were language development phonological awareness, letter knowledge and rapid naming. Gender might predict the future challenges for boys. All material studies emphasized the importance of early support. Early support has a significant benefit for children with familial risk for dyslexia. Various interventions could be used as early support. The form of support itself does not have to be specific, but the development of reading language and reading and writing skills in children with familial risk for dyslexia is supported by language-based training.