Understanding variation in prospective poor decoders: A person-centred approach from kindergarten to Grade 2

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2023-07-30 DOI:10.1002/dys.1750
Judi E. Dams, Moniek M. H. Schaars, Eliane Segers, Elma Blom
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Abstract

In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre-reading profiles before the onset of formal reading education. Using structural equation modelling and a factorial mixed model analysis of variance (ANOVA), we found autoregression and growth in the word decoding efficiency of prospective poor decoders (n = 90) and matched prospective adequate decoders (n = 90) in first and second grade. However, the gap between the two groups widened over time. Next, we zoomed in on the group of poor decoders by retrospectively studying their individual variation regarding cognitive and linguistic pre-reading skills. Using latent profile analysis, we found three distinct pre-reading profiles: (1) Poor PA, Letter Knowledge, RAN, and Verbal STM; (2) Poor PA and Letter Knowledge; and (3) Poor RAN. Together, these findings suggest that reading difficulties emerge at the intersection of multiple risk factors which can be detected in kindergarten, and that these reading problems persist throughout early reading education.

Abstract Image

理解潜在不良解码器的变化:从幼儿园到二年级以人为本的方法。
在本研究中,我们旨在通过研究未来较差的解码器在前1.5年中单词解码技能的发展来阐明他们的变化 多年的正式阅读教育,以及他们在正式阅读教育开始前独特的阅读前概况。使用结构方程建模和因子混合模型方差分析(ANOVA),我们发现潜在较差解码器(n = 90)和匹配的预期适当解码器(n = 90)。然而,随着时间的推移,两组之间的差距越来越大。接下来,我们通过回顾性研究他们在认知和语言阅读前技能方面的个体差异,来放大这组糟糕的解码者。通过潜在特征分析,我们发现了三种不同的阅读前特征:(1)较差的PA、字母知识、RAN和言语STM;(2) PA和信函知识差;以及(3)较差的RAN。总之,这些发现表明,阅读困难是在幼儿园可以检测到的多种风险因素的交叉点上出现的,并且这些阅读问题在早期阅读教育中一直存在。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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