Hugh W. Catts|Donald L. Compton|J. Bruce Tomblin|Mindy Sittner Bridges
Prevalence and nature of late-emerging poor readers.
University of Kansas
children demonstrate adequate better reading achievement early school grades fall significantly behind peers later grades children often referred lateemerging poor readers study investigated prevalence heterogeneity poor readers also examined early language nonverbal cognitive abilities lateemerging poor readers participants 493 children subsample epidemiological study language impairments schoolage children kindergarten children administered battery language early literacy nonverbal cognitive measures word reading reading comprehension achievement assessed second fourth eighth tenth grades latent transition analysis used model changes reading classification good vs poor reader across grades population estimates revealed 134 percent children could classified lateemerging poor readers children could divided problems comprehension alone 52 word reading alone 36 12 results indicated lateemerging poor readers often history language andor nonverbal cognitive impairments kindergarten subtypes poor readers also differed significantly profiles language early literacy nonverbal cognitive abilities kindergarten results discussed terms causal factors implications early identification