Tracking Children Who Fly below the Radar: Latent Transition Modeling of Students with Late-Emerging Reading Disability

Autor/inn/en	Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K.
Titel	Tracking Children Who Fly below the Radar: Latent Transition Modeling of Students with Late-Emerging Reading Disability
Quelle	In: Learning and Individual Differences, 18 (2008) 3, S.329-337 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2008.04.003
Schlagwörter	Listening Comprehension; Reading Fluency; Sight Vocabulary; Word Recognition; Classification; Grade 4; Grade 2; Grade 1; Reading Difficulties; Elementary Education; Longitudinal Studies; Evaluation Methods + Suchen Sie Ihr Suchwort? Hörverständnis; Worterkennung; Classification system; Klassifikation; Klassifikationssystem; School year 04; 4. Schuljahr; Schuljahr 04; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Elementarunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a longitudinal sample of 177 students, some of whom had been assigned randomly to small-group tutoring in either fall or spring of 1st grade. At the end of 1st, 2nd, and 4th grades, students were assessed on word identification, sight word efficiency (SWE), and passage comprehension. Latent transition analysis models were developed to examine classification transitions from 1st to 4th grade and 2nd to 4th grade. Results indicated that RD/TD classification was relatively stable across time, however 5 students were consistently identified as having late-emerging RD. Findings indicated that SWE measured in 2nd grade reduced the number of false negatives for RD and was therefore important for the classification of RD. Finally, although students with late-emerging RD had poorer listening comprehension skill at the start of 1st grade and smaller word reading fluency slopes during 1st grade compared to TD children, these indicators did not reliably distinguish students with late-emerging RD from TD due to high rates of false positives. (Contains 3 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10