TY - JOUR
T1 - A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers
AU - Peng, Peng
AU - Fuchs, Douglas
AU - Fuchs, Lynn S.
AU - Elleman, Amy M.
AU - Kearns, Devin M.
AU - Gilbert, Jennifer K.
AU - Compton, Donald L.
AU - Cho, Eunsoo
AU - Patton, Samuel
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by R01 HD056109, 2 P20 HD075443, and Core Grant HD15052 from the Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD). The authors are solely responsible for the paper’s content, which does not necessarily represent the official views of the NICHD or the National Institutes of Health.
Funding Information:
We thank Brett Miller (NICHD) for his support and encouragement. We also thank the Metro-Nashville Schools? administrators, principals, and teachers with whom we worked for their unflagging cooperation on this project. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by R01 HD056109, 2 P20 HD075443, and Core Grant HD15052 from the Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD). The authors are solely responsible for the paper?s content, which does not necessarily represent the official views of the NICHD or the National Institutes of Health.
Publisher Copyright:
© Hammill Institute on Disabilities 2018.
PY - 2019/5/1
Y1 - 2019/5/1
N2 - This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge, and vocabulary), domain-general skills (working memory, nonverbal reasoning, and processing speed), and word reading and reading comprehension. Word reading and reading comprehension were assessed again in spring of grades 1–4. Individual growth curve modeling showed that the children demonstrated decelerated growth on word reading and linear growth on reading comprehension, although their performance on both word reading and reading comprehension were consistently below average on national norms. After controlling for word reading and reading comprehension in first grade, letter knowledge predicted growth in word reading; vocabulary and nonverbal reasoning predicted growth in reading comprehension. That is, we found different developmental trajectories and different predictors for word reading and reading comprehension among our at-risk sample. Implications are discussed for theory and early reading instruction for at-risk children.
AB - This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge, and vocabulary), domain-general skills (working memory, nonverbal reasoning, and processing speed), and word reading and reading comprehension. Word reading and reading comprehension were assessed again in spring of grades 1–4. Individual growth curve modeling showed that the children demonstrated decelerated growth on word reading and linear growth on reading comprehension, although their performance on both word reading and reading comprehension were consistently below average on national norms. After controlling for word reading and reading comprehension in first grade, letter knowledge predicted growth in word reading; vocabulary and nonverbal reasoning predicted growth in reading comprehension. That is, we found different developmental trajectories and different predictors for word reading and reading comprehension among our at-risk sample. Implications are discussed for theory and early reading instruction for at-risk children.
KW - at-risk readers
KW - domain-specific and domain-general skills
KW - reading comprehension
KW - reading development
KW - word reading
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U2 - 10.1177/0022219418809080
DO - 10.1177/0022219418809080
M3 - Article
C2 - 30381981
AN - SCOPUS:85059611261
VL - 52
SP - 195
EP - 208
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
SN - 0022-2194
IS - 3
ER -