Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading.
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| Title: | Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading. |
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| Authors: | Ozernov ‐ Palchik, Ola, Norton, Elizabeth S., Sideridis, Georgios, Beach, Sara D., Wolf, Maryanne, Gabrieli, John D.E., Gaab, Nadine |
| Source: | Developmental Science. Sep2017, Vol. 20 Issue 5, pn/a-N.PAG. 18p. |
| Subjects: | Psychology of kindergarten children, Pre-reading experiences, Phonological awareness, Verbal ability in children, Short-term memory in children, Socioeconomic factors |
| Abstract: | Research suggests that early identification of developmental dyslexia is important for mitigating the negative effects of dyslexia, including reduced educational attainment and increased socioemotional difficulties. The strongest pre-literacy predictors of dyslexia are rapid automatized naming ( RAN), phonological awareness ( PA), letter knowledge, and verbal short-term memory. The relationship among these constructs has been debated, and several theories have emerged to explain the unique role of each in reading ability/disability. Furthermore, the stability of identification of risk based on these measures varies widely across studies, due in part to the different cut-offs employed to designate risk. We applied a latent profile analysis technique with a diverse sample of 1215 kindergarten and pre-kindergarten students from 20 schools, to investigate whether PA, RAN, letter knowledge, and verbal short-term memory measures differentiated between homogenous profiles of performance on these measures. Six profiles of performance emerged from the data: average performers, below average performers, high performers, PA risk, RAN risk, and double-deficit risk (both PA and RAN). A latent class regression model was employed to investigate the longitudinal stability of these groups in a representative subset of children ( n = 95) nearly two years later, at the end of 1st grade. Profile membership in the spring semester of pre-kindergarten or fall semester of kindergarten was significantly predictive of later reading performance, with the specific patterns of performance on the different constructs remaining stable across the years. There was a higher frequency of PA and RAN deficits in children from lower socioeconomic status (SES) backgrounds. There was no evidence for the IQ-achievement discrepancy criterion traditionally used to diagnose dyslexia. Our results support the feasibility of early identification of dyslexia risk and point to the heterogeneity of risk profiles. These findings carry important implications for improving outcomes for children with dyslexia, based on more targeted interventions. [ABSTRACT FROM AUTHOR] |
| Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 124906937 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ozernov+‐+Palchik%2C+Ola%22">Ozernov ‐ Palchik, Ola</searchLink><br /><searchLink fieldCode="AR" term="%22Norton%2C+Elizabeth+S%2E%22">Norton, Elizabeth S.</searchLink><br /><searchLink fieldCode="AR" term="%22Sideridis%2C+Georgios%22">Sideridis, Georgios</searchLink><br /><searchLink fieldCode="AR" term="%22Beach%2C+Sara+D%2E%22">Beach, Sara D.</searchLink><br /><searchLink fieldCode="AR" term="%22Wolf%2C+Maryanne%22">Wolf, Maryanne</searchLink><br /><searchLink fieldCode="AR" term="%22Gabrieli%2C+John+D%2EE%2E%22">Gabrieli, John D.E.</searchLink><br /><searchLink fieldCode="AR" term="%22Gaab%2C+Nadine%22">Gaab, Nadine</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. Sep2017, Vol. 20 Issue 5, pn/a-N.PAG. 18p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Psychology+of+kindergarten+children%22">Psychology of kindergarten children</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-reading+experiences%22">Pre-reading experiences</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+ability+in+children%22">Verbal ability in children</searchLink><br /><searchLink fieldCode="DE" term="%22Short-term+memory+in+children%22">Short-term memory in children</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+factors%22">Socioeconomic factors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research suggests that early identification of developmental dyslexia is important for mitigating the negative effects of dyslexia, including reduced educational attainment and increased socioemotional difficulties. The strongest pre-literacy predictors of dyslexia are rapid automatized naming ( RAN), phonological awareness ( PA), letter knowledge, and verbal short-term memory. The relationship among these constructs has been debated, and several theories have emerged to explain the unique role of each in reading ability/disability. Furthermore, the stability of identification of risk based on these measures varies widely across studies, due in part to the different cut-offs employed to designate risk. We applied a latent profile analysis technique with a diverse sample of 1215 kindergarten and pre-kindergarten students from 20 schools, to investigate whether PA, RAN, letter knowledge, and verbal short-term memory measures differentiated between homogenous profiles of performance on these measures. Six profiles of performance emerged from the data: average performers, below average performers, high performers, PA risk, RAN risk, and double-deficit risk (both PA and RAN). A latent class regression model was employed to investigate the longitudinal stability of these groups in a representative subset of children ( n = 95) nearly two years later, at the end of 1st grade. Profile membership in the spring semester of pre-kindergarten or fall semester of kindergarten was significantly predictive of later reading performance, with the specific patterns of performance on the different constructs remaining stable across the years. There was a higher frequency of PA and RAN deficits in children from lower socioeconomic status (SES) backgrounds. There was no evidence for the IQ-achievement discrepancy criterion traditionally used to diagnose dyslexia. Our results support the feasibility of early identification of dyslexia risk and point to the heterogeneity of risk profiles. These findings carry important implications for improving outcomes for children with dyslexia, based on more targeted interventions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/desc.12471 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: n/a Subjects: – SubjectFull: Psychology of kindergarten children Type: general – SubjectFull: Pre-reading experiences Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Verbal ability in children Type: general – SubjectFull: Short-term memory in children Type: general – SubjectFull: Socioeconomic factors Type: general Titles: – TitleFull: Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ozernov ‐ Palchik, Ola – PersonEntity: Name: NameFull: Norton, Elizabeth S. – PersonEntity: Name: NameFull: Sideridis, Georgios – PersonEntity: Name: NameFull: Beach, Sara D. – PersonEntity: Name: NameFull: Wolf, Maryanne – PersonEntity: Name: NameFull: Gabrieli, John D.E. – PersonEntity: Name: NameFull: Gaab, Nadine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 1363755X Numbering: – Type: volume Value: 20 – Type: issue Value: 5 Titles: – TitleFull: Developmental Science Type: main |
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