Reading-related skills show significant individual differences in growth rates in kindergarten through grade 2 but not in grades 3 through 5¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Slope variances for reading-related outcomes were statistically significant for kindergarten through grade 2 but not statistically significant for grades 3 through 5. → Little 2021

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 · i? · associational · r2

Latent-growth-curve analyses of 921 children assessed K-5 on decoding, phonological awareness, and reading comprehension measures, split into two linear model sets (K-2 and 3-5). The study reports "the variances of the slope parameters were statistically significant" only in the early period. No effect size was printed.

"the variances of the slope parameters were statistically significant for outcomes between kindergarten and grade 2, but the variances of the slope parameters were not statistically significant for outcomes between grades 3 and 5"

Discussion¶

Learner Variables¶

• Reading Fluency — outcome: instruction changes it

Related Claims¶

• Math skills show the opposite two-stage pattern: no individual differences in early growth but significant individual differences in late elementary growth for two of three measures — related
• End-of-Grade-1 oral reading fluency status predicts later reading comprehension better than growth slope, though slope added to first-grade screening accuracy in one study — related