Kindergarten-to-fifth-grade slope-intercept correlations varied across reading measures, showing cumulative, compensatory, and stable patterns for different measures¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i2–i3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 WID-decoding showed a significant positive intercept-slope correlation (r = .42), indicating a cumulative growth pattern. → Little 2021 q3 i2 WA-decoding and TOSREC-reading comprehension showed significant negative intercept-slope correlations (r = −.21 and −.48), indicating compensatory growth patterns. → Little 2021 (2)

Evidence¶

Little 2021¶

Little, C. W., Lonigan, C. J., & Phillips, B. M. (2021). Differential Patterns of Growth in Reading and Math Skills during Elementary School. Journal of Educational Psychology, 113(3), 462-476. https://doi.org/10.1037/edu0000635

q3 · i3 · associational · r2

Univariate latent-growth-curve model across all available K-5 time points for WID-decoding in the 921-child sample. The study reports r = .42, p < .001 for the intercept-slope correlation, "indicating a cumulative growth pattern" of decoding on initial decoding status.

"The correlation between intercept and slope for WID- decoding was significant and positive (r = .42, p < .001), indicating a cumulative growth pattern in which decoding at kindergarten was positively associated with how developmental changes in decoding performance occurred through fifth grade"

Little 2021 (2)¶

Little, C. W., Lonigan, C. J., & Phillips, B. M. (2021). Differential Patterns of Growth in Reading and Math Skills during Elementary School. Journal of Educational Psychology, 113(3), 462-476. https://doi.org/10.1037/edu0000635

q3 · i2 · associational · r2

Same K-5 univariate latent-growth-curve analyses for WA-decoding and TOSREC-reading comprehension. The study reports significant negative intercept-slope correlations (r = −.21, p = .034; r = −.48, p < .001), "indicating a compensatory growth pattern" on these measures.

"For WA-decoding and TOSREC-reading comprehension, the correlations between intercept and slope were significantly moderate and negative (r = −.21, p = .034 and −.48, p < .001, respectively), indicating a compensatory growth pattern or a negative influence from initial status to change in these skills over time"

Discussion¶

Related Claims¶

• Math fluency in grades 3-5 showed a cumulative growth pattern with a small significant positive intercept-slope correlation — related
• No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills in this sample — reports the opposite
• Initial level and growth were negatively related within phonological awareness and letter-name knowledge, consistent with a compensatory pattern — related
• Children with higher initial levels in NRS or CS show slower subsequent linear growth in the same component — related