Longitudinal Stability of Reading Difficulties: Examining the Effects of Measurement Error, Cut-Offs, and Buffer Zones in Identification

Abstract

This study examined the stability of reading difficulties (RD) from grades 2 to 6 and focused on the effects of measurement error and cutoff selection in the identification of RD and its stability with the use of simulations. It addressed methodological limitations of prior studies by (a) applying a model-based simulation analysis to examine the effects of measurement error and cutoffs in the identification of RD, (b) analyzing a non-English and larger sample, and (c) examining RD in both reading fluency and reading comprehension. Reading fluency and reading comprehension of 1,432 Finnishspeaking children were assessed in grades 2 and 6. In addition to the use of single cutoff points on observed data, we used a simulation approach based on an estimated structural equation model (SEM) in order to examine the effect of measurement error on RD identification stability. We also examined the effect of single cutoffs by using a simulation-based buffer zone. Our results showed that measurement error affects the identification of RD over time. The use of a simulation-based buffer zone could control both the effects of measurement error and the arbitrariness of single cutoffs and lead to more accurate classification into RD groups, especially for those with scores close to the cutoffs. However, even after controlling for measurement error and using buffer zones, RD was not stable over time for all children, but both resolving and late-emerging groups existed. The findings suggest that reading development needs to be followed closely beyond the early grades and that reading instruction should be planned according to individual needs at specific time points. There is a clear need for further consideration of the mechanisms underlying the stability and instability of RD.

Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification.

“…The four profiles identified were not fully compatible with either the hypothesis for heterogeneous developmental groups (Catts et al, 2012;Etmanskie et al, 2016;Leach et al, 2003;Psyridou et al, 2020;Torppa et al, 2015;van Viersen et al, 2019) or the SVR model (Gough & Tunmer, 1986;Hoover & Gough, 1990). Contrary to what was expected based on SVR, we did not find profiles Note.…”

“…In line with the hypothesis for heterogeneous developmental groups, we expect to identify several distinct profiles: good reading skills, persistent RD across time, resolving RD, and lateemerging RD (e.g., Catts et al, 2012;Psyridou et al, 2020;Torppa et al, 2015). Moreover, based on previous studies, we expect that family risk, phonological awareness, letter knowledge, word reading, RAN, number counting, and vocabulary will predict profile membership (e.g., Landerl et al, 2019;Psyridou et al, 2018;Snowling et al, 2019;Snowling & Melby-Lervåg, 2016).…”

“…We first examine whether heterogeneous developmental pathways can be identified, in line with what has been suggested in previous studies, with shorter follow-up periods, smaller samples, and/or with only two assessment time-points (e.g., Leach et al, 2003;Psyridou et al, 2020;Torppa et al, 2015). We use latent profile analysis, which is a stronger approach than the cut-offbased groupings (RD vs. no RD) typically used in prior studies.…”

Is Organizing Knowledge Effective in Primary Education?

“…e acquisition of abilities like reading comprehension and written expression are one of the main aims of education [1]. However, and despite the relevance of these abilities, many students show difficulties in such an important area for academic success [2].…”

Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?

“…Writing is an essential skill to communicate, both in daily life and in professional or academic contexts (Graham & Harris, 2013). For this reason, the acquisition of writing skills is one of the main aims of education (Psyridou, Tolvanen, Lerkkanen, Poikkeus, & Torppa, 2020). However, writing is a complex task in which the person has to deal with many different processes: planning (prepare the content activating previous knowledge and organizing the main ideas); transcription (grammatical encoding of the ideas retrieving syntactic and semantic knowledge) and, reviewing (Hayes, 2012;Kellogg, 2018).…”