Latent profile analysis of kindergarten pre-reading measures yields six distinct performance profiles, including PA risk, RAN risk, and double-deficit risk groups¶

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

Subclaims¶

q2 i? LPA on PA, RAN, LSK, and VSTM measures in 1,215 kindergarten/pre-k children identified six profiles: average, low-average, high performers, PA risk, RAN risk, and double deficit risk. → 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 · i? · associational · r2

Latent profile analysis of a diverse sample of 1,215 kindergarten and pre-kindergarten students from 20 schools; model comparison favored a 6-class solution, as "Six profiles of performance emerged from the data" spanning average, high, and three risk profiles.

"Six profiles of performance emerged from the data: average performers, below average performers, high performers, PA risk, RAN risk, and double deficit risk (PA and RAN)."

Discussion¶

Related Claims¶

• Kindergarten profile membership predicts differentiated 1st-grade reading patterns: the double-deficit group performed worse than all other profiles on nearly all measures — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• Kindergarten latent profile membership is 100% stable from pre-k/kindergarten to end of 1st grade in the longitudinal subset — related
• The RAN risk group showed intact phonological awareness and all members were readers, supporting the independence of RAN from PA — a narrower finding that bears on this claim
• Results provide no support for the IQ-achievement discrepancy model of dyslexia; non-verbal IQ correlated with all Year-1 language measures — related
• Latent profile analysis of five kindergarten SEBs identifies four profiles: SE-Prosocial, SE-Anxious, SE-Aggressive, and SE-Vulnerable — related
• Elementary students with reading difficulties constitute two distinct latent profiles: one with higher basic language and cognitive skills and lower attention, the other with stronger attention and lower basic language and cognitive skills — related
• Students with reading difficulties were more likely assigned to the Attention Control profile, while typically developing students were more likely assigned to the Decoding/Cognitive profile — related