Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification
Bibliographic Data
| ID | 9788286 |
|---|---|
| Authors | Maria Psyridou (0000-0003-1425-2279, University of Jyväskylä, corresponding author), Asko Tolvanen (0000-0001-6430-8897, University of Jyväskylä), Peter F de Jong (0000-0002-8806-0563, University of Amsterdam), Marja‐kristiina Lerkkanen (0000-0002-5709-5800, University of Jyväskylä), Anna‐maija Poikkeus (0000-0001-7913-8691, University of Jyväskylä), Minna Torppa (0000-0003-3834-9892, University of Jyväskylä) |
| Year | 2021 |
| Volume | 57 |
| Issue | 11 |
| Pages | 1840-1854 |
| Publication date | 2021-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0000976 |
| PMID | 34914449 |
| OpenAlex | W4200333490 |
| Language | EN |
| Citations received | 8 |
| References cited | 25 |
This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample ( N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, reading difficulties), and gender. Four different profiles of reading fluency and reading comprehension development were identified using latent profile analysis. These comprised one profile with persistent reading difficulties across the grades, one with early poor reading skills but with a resolving tendency, one with average reading skills, and one with good readers who started with very high reading fluency but scored average over time. Of the kindergarten measures, parental reading difficulties, being male, low paternal level of education, slow RAN, difficulty in reading easy words, and low scores in phonological skills, letter knowledge, number counting, and vocabulary predicted reading difficulties. The children belonging to the profile with the resolving tendency showed an increased rate of family risk and multiple cognitive deficits but managed to resolve their reading difficulties. Being female, and good number counting and vocabulary skills predicted a tendency to resolve early reading difficulties. The results confirm the previous findings on the early predictors of reading difficulties and add to the literature by identifying skills that predict resolving patterns. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Active listening · Cognition · Cognitive psychology · Cognitive skill · Comprehension · Developmental psychology · Fluency · Linguistics · Literacy · Mathematics education · Pedagogy · Phonemic awareness · Phonological awareness · Reading (process · Reading comprehension · Vocabulary · Word recognition · Child Development and Digital Technology · Communication · Educational Methods and Media Use · Psychology
Conceptualizing and modeling the bridging role of reading fluency between decoding and reading comprehension in L1 research
Evaluating Early Precursors of Academic Skills
Enhancing reading literacy among elementary school learners in Kazakhstan
Early prediction of math difficulties with the use of a neural networks model
Racial and ethnic differences in the risks for reading difficulties across elementary school
Inequality in literacy skills at kindergarten entry at the intersections of social programs and race
Reading Development from Kindergarten to Age 18
Developmental profiles of arithmetic fluency skills from grades 1 to 9 and their early identification
The simple view of reading
Decoding and Reading Comprehension
Sex Differences in Mathematics and Reading Achievement Are Inversely Related
The Simple View of Reading
From infancy to adolescence
Rapid ‘automatized’ naming (R.A.N.)
Prediction of the development of reading comprehension
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
Distributional Assumptions of Growth Mixture Models
Statistical and Substantive Checking in Growth Mixture Modeling
Robustness of Stepwise Latent Class Modeling With Continuous Distal Outcomes
Decoding, Reading, and Reading Disability
Reading development subtypes and their early characteristics
On the Efficacy of Reading to Preschoolers
Cognitive mechanisms underlying reading and spelling development in five European orthographies
Oral language deficits in familial dyslexia
Predicting reading performance during the first and the second year of primary school
The mechanisms mediating the effects of poverty on children’s intellectual development
The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4
Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal
Predicting delayed letter knowledge development and its relation to Grade 1 reading achievement among children with and without familial risk for dyslexia
Estimating Latent Structure Models with Categorical Variables
Foundation literacy acquisition in European orthographies
| Unique citing works | 8 |
|---|---|
| Citations per year | 2,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |