ABSTRACT
This chapter reports on an ongoing longitudinal study, including 149 children in families with a family history of dyslexia and 300 control children from unaffected families, who were studied cross-sectionally. The aim of the study is to explore the developmental links between early linguistics, cognitive and emotional factors and later problems with written language. Preliminary findings on prevalence, early precursors of reading problems and the potential influence of parental attitudes on the literacy development of the children are discussed.
