Developmental Profiles of Reading Fluency and Reading Comprehension from Grades 1 to 9 and Their Early Identification

Autor/inn/en	Psyridou, Maria; Tolvanen, Asko; de Jong, Peter F.; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna
Titel	Developmental Profiles of Reading Fluency and Reading Comprehension from Grades 1 to 9 and Their Early Identification
Quelle	In: Developmental Psychology, 57 (2021) 11, S.1840-1854 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Psyridou, Maria) ORCID (Tolvanen, Asko) ORCID (de Jong, Peter F.) ORCID (Lerkkanen, Marja-Kristiina) ORCID (Poikkeus, Anna-Maija) ORCID (Torppa, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000976
Schlagwörter	Reading Comprehension; Reading Fluency; Grade 1; Grade 9; Longitudinal Studies; Foreign Countries; Kindergarten; Profiles; Predictor Variables; Alphabets; Naming; Cognitive Ability; Parent Background; Gender Differences; Reading Difficulties; Educational Attainment; Phonology; Numeracy; Vocabulary Skills; Elementary School Students; Secondary School Students; Reading Tests; Risk; Finland + Suchen Sie Ihr Suchwort? Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; School year 09; 9. Schuljahr; Schuljahr 09; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Charakterisierung; Profilanalyse; Prädiktor; Buchstabenschrift; Denkfähigkeit; Elternhaus; Geschlechterkonflikt; Reading difficulty; Leseschwierigkeit; Bildungsabschluss; Bildungsgut; Fonologie; Rechenkompetenz; Aktiver Wortschatz; Sekundarschüler; Lesetest; Risiko; Finnland
Abstract	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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01