Jacqueline Hulslander|Richard K. Olson|Erik G. Willcutt|Sally J. Wadsworth
Longitudinal Stability of Reading-Related Skills and Their Prediction of Reading Development
University of Colorado System|University of Colorado System|University of Colorado System|University of Colorado System
individual differences word recognition spelling reading comprehension 324 children mean age 16 predicted readingrelated skills phoneme awareness phonological decoding rapid naming iq mean age 10 years controlling predictors autoregressive effects correlated reading skills significant longitudinally stable individual differences four readingrelated skills independent reading spelling skills yet significant longitudinal prediction reading skills iq mean age 10 reading comprehension mean age 16 extremely high longitudinal latenttrait stability correlations individual differences word recognition 98 spelling 95 left little independent outcome variance could predicted readingrelated skills discuss practical theoretical importance results differ studies younger children