Ola Ozernov?Palchik|Elizabeth S. Norton|Georgios D. Sideridis|Sara Beach|Markus Wolf|John D. E. Gabrieli|Nadine Gaab
Longitudinal stability of pre?reading skill profiles of kindergarten children: implications for early screening and theories of reading
Pearson (United States)|Tufts University|Institute of Cognitive and Brain Sciences|Massachusetts Institute of Technology|Boston Children's Hospital|Northwestern University|Institute of Cognitive and Brain Sciences|Massachusetts Institute of Technology|McGovern Institute for Brain Research|Boston Children's Hospital|Harvard University|Institute of Cognitive and Brain Sciences|Massachusetts Institute of Technology|McGovern Institute for Brain Research|Harvard University|Pearson (United States)|Tufts University|Institute of Cognitive and Brain Sciences|Massachusetts Institute of Technology|McGovern Institute for Brain Research|Boston Children's Hospital|Harvard University
abstract research suggests early identification developmental dyslexia important mitigating negative effects dyslexia including reduced educational attainment increased socioemotional difficulties strongest preliteracy predictors dyslexia rapid automatized naming ran phonological awareness pa letter knowledge verbal shortterm memory relationship among constructs debated several theories emerged explain unique role reading abilitydisability furthermore stability identification risk based measures varies widely across studies due part different cutoffs employed designate risk applied latent profile analysis technique diverse sample 1215 kindergarten prekindergarten students 20 schools investigate whether pa ran letter knowledge verbal shortterm memory measures differentiated homogenous profiles performance measures six profiles performance emerged data average performers average performers high performers pa risk ran risk doubledeficit risk pa ran latent class regression model employed investigate longitudinal stability groups representative subset children n 95 nearly two years later end 1st grade profile membership spring semester prekindergarten fall semester kindergarten significantly predictive later reading performance specific patterns performance different constructs remaining stable across years higher frequency pa ran deficits children lower socioeconomic status ses backgrounds evidence iq achievement discrepancy criterion traditionally used diagnose dyslexia results support feasibility early identification dyslexia risk point heterogeneity risk profiles findings carry important implications improving outcomes children dyslexia based targeted interventions