AbstractOver two decades of Finnish research, monitoring children born with risk for dyslexia has been carried out in the Jyväskylä Longitudinal Study of Dyslexia (JLD). Two hun-dred children, half at risk, have been assessed from birth to
puberty on hundreds of measures. The aims were to identify measures of prediction of later reading difficulty and to insti-gate appropriate and earliest diagnosis and intervention. We can identify at-risk children from newborn electroencephalo graphic brain recordings (Guttorm et al., J Neural Transm 110:1059–1074, 2003). Predictors are also apparent from late-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 identify children who need help to avoid difficulties in learning to read is letter knowledge (Lyytinen et al., Merrill-Palmer Q 52:514– 546, 2006). In response, a purpose-engineered computer game, GraphoGame™ , provides an effective intervention tool (Lyytinen et al., Scand J Psychol 50:668–675, 2009). In dou-bling as a research instrument, GraphoGame providesbespoke intervention/reading instruction for typical/
atypically developing children. Used extensively throughout Finland, GraphoGame is now crossing the developed and de-veloping world 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). KeywordsDyslexia. Longitudinal.Prediction.Finnish. Intervention .GraphoGame