Prevalence and Nature of Late-Emerging Poor Readers

Autor/inn/en	Catts, Hugh W.; Compton, Donald; Tomblin, J. Bruce; Bridges, Mindy Sittner
Titel	Prevalence and Nature of Late-Emerging Poor Readers
Quelle	In: Journal of Educational Psychology, 104 (2012) 1, S.166-181 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0025323
Schlagwörter	Reading Difficulties; Incidence; Reading Skills; Reading Achievement; Low Achievement; Student Characteristics; Language Acquisition; Kindergarten; Emergent Literacy; Cognitive Ability; Reading Comprehension; Word Recognition; Grade 2; Grade 4; Grade 8; Grade 10; Classification; Neurological Impairments; Language Impairments; Gray Oral Reading Test; Peabody Picture Vocabulary Test; Test of Language Development; Wechsler Intelligence Scale for Children; Wechsler Preschool and Primary Scale of Intelligence; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Vorkommen; Reading skill; Lesefertigkeit; Leseleistung; Unterdurchschnittliche Leistung; Sprachaneignung; Spracherwerb; Frühleseunterricht; Denkfähigkeit; Leseverstehen; Worterkennung; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Classification system; Klassifikation; Klassifikationssystem; Neurodegenerative Erkrankung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	Some children demonstrate adequate or better reading achievement in early school grades but fall significantly behind their peers in later grades. These children are often referred to as late-emerging poor readers. In this study, we investigated the prevalence and heterogeneity of these poor readers. We also examined the early language and nonverbal cognitive abilities of late-emerging poor readers. Participants were 493 children who were a subsample from an epidemiological study of language impairments in school-age children. In kindergarten, children were administered a battery of language, early literacy, and nonverbal cognitive measures. Word reading and reading comprehension achievement was assessed in 2nd, 4th, 8th, and tenth grades. Latent transition analysis was used to model changes in reading classification (good vs. poor reader) across grades. Population estimates revealed that 13.4% of children could be classified as late-emerging poor readers. These children could be divided into those with problems in comprehension alone (52%), word reading alone (36%), or both (12%). Further results indicated that late-emerging poor readers often had a history of language and/or nonverbal cognitive impairments in kindergarten. Subtypes of poor readers also differed significantly in their profiles of language, early literacy, and nonverbal cognitive abilities in kindergarten. Results are discussed in terms of causal factors and implications for early identification. (Contains 10 tables, 2 footnotes, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10