Journal article
Prevalence and Nature of Late-Emerging Poor Readers
Journal of educational psychology, Vol.104(1), pp.166-181
02/2012
DOI: 10.1037/a0025323
PMCID: PMC3835401
PMID: 24273341
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 second, fourth, eighth, 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% percent 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.
Details
- Title: Subtitle
- Prevalence and Nature of Late-Emerging Poor Readers
- Creators
- Hugh W Catts - University of KansasDonald Compton - Vanderbilt UniversityJ. Bruce Tomblin - University of IowaMindy Sittner Bridges - University of Kansas
- Resource Type
- Journal article
- Publication Details
- Journal of educational psychology, Vol.104(1), pp.166-181
- DOI
- 10.1037/a0025323
- PMID
- 24273341
- PMCID
- PMC3835401
- NLM abbreviation
- J Educ Psychol
- ISSN
- 0022-0663
- eISSN
- 1939-2176
- Grant note
- P50 DC002746 || DC / National Institute on Deafness and Other Communication Disorders : NIDCD
- Language
- English
- Date published
- 02/2012
- Academic Unit
- Communication Sciences and Disorders; Iowa Neuroscience Institute
- Record Identifier
- 9984070755902771
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