Investigating Profiles of Lexical Quality in Preschool and Their Contribution to First Grade Reading

Autor/inn/en	Murphy, Kimberly A.; Farquharson, Kelly
Titel	Investigating Profiles of Lexical Quality in Preschool and Their Contribution to First Grade Reading
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 9, S.1745-1770 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9651-y
Schlagwörter	Longitudinal Studies; Preschool Children; Profiles; Student Characteristics; Predictor Variables; Grade 1; Reading Comprehension; Statistical Analysis; Listening Comprehension; Word Recognition; Reading Skills; At Risk Students; Regression (Statistics) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Charakterisierung; Profilanalyse; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; Leseverstehen; Statistische Analyse; Hörverständnis; Worterkennung; Reading skill; Lesefertigkeit; Regression; Regressionsanalyse
Abstract	This longitudinal study investigated profiles of lexical quality domains in preschool children and the extent to which profile membership predicted reading comprehension in first grade. A latent profile analysis was conducted to classify 420 preschool children on lexical quality domains, including orthography, phonology, morphosyntax, and vocabulary. Regression analysis was used to determine whether profile membership was associated with first grade outcomes across reading comprehension and its components (i.e., listening comprehension and word recognition). Results revealed five profiles of lexical quality which were predictive of all three outcomes in first grade. Children in low lexical quality profiles performed more poorly on the outcome measures than children in the higher lexical quality profiles. Additionally, profile membership did differentially predict later reading outcomes. These results suggest that lexical quality profiles are associated with reading and therefore may offer a means of early identification of children who are susceptible to future reading difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01