Kindergarten profile membership predicts differentiated 1st-grade reading patterns: the double-deficit group performed worse than all other profiles on nearly all measures¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 At Year 2 the double-deficit profile performed worse than all other profiles on all measures except PA, with medium-to-large effect sizes; the PA risk group showed specific phonological decoding weaknesses while the RAN risk group showed specific fluency weaknesses. → Ozernov-Palchik 2017

Evidence¶

Ozernov-Palchik 2017¶

Ozernov-Palchik, O., Norton, E. S., Sideridis, G., Beach, S. D., Wolf, M., Gabrieli, J. D. E., & Gaab, N. (2017). Longitudinal stability of pre-reading skill profiles of kindergarten children: Implications for early screening and theories of reading. Developmental Science. https://doi.org/10.1111/desc.12471

q2 · i2 · associational · r2

Latent class regression predicting Year 2 measures (TOWRE-2, WRMT-III, GORT-5, CTOPP, WISC-IV coding, spelling) from kindergarten class membership in the n=95 subset; the DD group "performed worse, than all other profiles, on all measures except PA" with printed effect sizes of −.52 and −.50.

"Specifically, this profile performed worse, than all other profiles, on all measures except PA, whereas the PA deficit profile scored the lowest but very close to the DD group’s estimates (with effect sizes of −.52 and −.50, respectively)."

Discussion¶

Learner Variables¶

• Processing Speed — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Latent profile analysis of kindergarten pre-reading measures yields six distinct performance profiles, including PA risk, RAN risk, and double-deficit risk groups — a broader claim this one bears on
• The RAN risk group showed intact phonological awareness and all members were readers, supporting the independence of RAN from PA — related
• Kindergarten latent profile membership is 100% stable from pre-k/kindergarten to end of 1st grade in the longitudinal subset — related
• PA and RAN deficit profiles are over-represented in low-SES schools, while the double-deficit profile distribution is proportional to school SES group size — related
• Results provide no support for the IQ-achievement discrepancy model of dyslexia; non-verbal IQ correlated with all Year-1 language measures — related
• Children evaluated their own performance as worse when they were slower in Grades 3 and 4 — related
• RAN predicts reading deficits but not isolated writing deficits, whereas phonological awareness is worse in children with isolated writing deficits — related
• Kindergarten SEB profiles are associated with significantly different achievement in Grades 3 and 5, highest for SE-Prosocial and lowest for SE-Vulnerable — related