Reading performance and its developmental trajectories during the first and the second grade

Lerkkanen, Marja‐Kristiina; Rasku‐Puttonen, Helena; Aunola, Kaisa; Nurmi, Jari‐Erik

doi:10.1016/j.learninstruc.2004.01.006

Cited by 39 publications

(35 citation statements)

References 28 publications

(53 reference statements)

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“…This study aimed to substantiate the claims based on the simple view of reading that even though word recognition and reading comprehension are strongly related skills distinct subtypes of reading difficulties with discrepancy in word recognition and comprehension performance can be identified (e.g., Catts et al, 2003;Leach et al, 2003;Lerkkanen et al, 2004;, Poskiparta et al, 2003Shankweiler et al, 1999). This study adds to previous findings by conducting analyses in a large data set (n = 1750) within a context of a consistent language (Finnish), by including classrooms (n = 93) of students with the whole range of variation in reading skills, by controlling for the effects of classroom membership, and by using several time-points for identification of the reading subtypes.…”

Section: Insert Figure 4 About Here Discussionmentioning

confidence: 84%

“…Catts et al, 2003;Shankweiler et al, 1999), the stability and generality of the reading difficulty subtypes suggested thus far is not clear or evident. In two recent reading type classifications on random samples of Finnish 2 nd graders only three reading subtypes were identified (Lerkkanen, Rasku-Puttonen, Aunola, & Nurmi, 2004;Poskiparta, Niemi, Lepola, Ahtola, & Laine, 2003): one with reading comprehension difficulties, second with both word recognition and reading comprehension difficulties, and third with no reading difficulties. In contrast to previous studies these data did not support a reading subtype with only word recognition difficulties.…”

Section: Introductionmentioning

confidence: 98%

“…Second, most of the previous reading subtype classifications have been based on single time points and only occasionally longitudinal follow-up of the reading subtype stability has been carried out (e.g. Catts et al, 2004;Lerkkanen et al, 2004). In this study we identify children based on the analysis on the heterogeneity in their developmental paths in word recognition and reading comprehension during the first two grades and across several time of measurement.…”

Section: Introductionmentioning

confidence: 99%

“…Fourth, we were able to avoid the limitations of the traditional, most typically cut-off score based reading type analysis by employing a more advanced method of sub-group identification (Mixture modeling, Muthen, 2001) than previously. The advantages of Mixture modeling over the use of cut-off criterions, traditional cluster analysis, and ISOA analysis (used in Lerkkanen et al, 2004, see Bergman & El-Khouri, 1999 are that it allows one to isolate measurement error, to base the sub-grouping on several measurements instead of relying on one measurement occasion, and it provides statistical tests for selection of the best solution. Mixture modelling, thus, gives us a much more powerful tool to estimate whether different reading profiles really exist in the present data.…”

Section: Introductionmentioning

confidence: 99%

“…Based on the evidence on the divergence of word recognition and reading comprehension skill in children already after few years of formal school attendance (e.g., Catts et al, 2003;Leach et al, 2003;Lerkkanen et al, 2004;, Poskiparta et al, 2003Shankweiler et al, 1999) we expected to find groups of children with differing developmental paths during the first two school years. Children with familial risk for dyslexia were expected be over-represented among children with reading problems (Elbro et al, 1998;Finucci, Guthrie, Childs, Abbey, & Childs, 1976;Gilger, Pennigton, & DeFries, 1991;Hallgren, 1950;Lyytinen et al, 2004;Olson, Datta, Gayan, & DeFries, 1999;Pennigton & Lefly, 2001;Scarborough, 1990).…”

Section: Introductionmentioning

confidence: 99%

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Reading development subtypes and their early characteristics

et al. 2007

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Present findings are drawn from the Jyväskylä Longitudinal Study of Dyslexia (JLD) in which about 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on reading development of the JLD children and their classmates, a total of 1750 children from four measurement points during the first two school years. In the total sample we examined whether heterogeneous developmental paths can be identified based on profiles of 1st through 2nd grade word recognition and reading comprehension skills after controlling for the classroom membership effect. Secondly we studied what kind of early language and literacy skill profiles and reading experiences characterize the children in the follow-up with differing reading development. Our analyses included comparisons of the reading development of the JLD children with and without familial risk for dyslexia. The mixture modelling procedure resulted in five reading subtypes: (1) 'Poor readers' with poor skills in both word recognition and reading comprehension, (2) 'Slow readers' with somewhat below average word recognition combined with faster than average growth in reading comprehension, (3) 'Poor comprehenders' with average word recognition combined with slower than average reading comprehension development, (4) 'Average readers' with average skills in both word recognition and reading comprehension, and (5) 'Good readers' with high level of performance in both reading skills. The children with familial risk for dyslexia performed on average at a lower level in all reading tasks than both their classmates and controls and they were over-represented in the reading subtypes with deficient fluent word recognition. Differences were found in the early language and literacy skill development of the reading subtypes.Reading Development Subtypes

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Section: Insert Figure 4 About Here Discussionmentioning

confidence: 84%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reading development subtypes and their early characteristics

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Reading comprehension in French 1st and 2nd grade children: Contribution of decoding and language comprehension

2006

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This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively). The first aim was to re-examine the Gough and Tunmer's (1986) Simple View in assessing the specific contribution of decoding ability and language comprehension to reading comprehension. The second one was to analyse the difficulties of children in reading comprehension. Reading and listening comprehension were assessed using both visual and auditory version of the same test. Decoding ability was assessed by means of a nonword reading test. On the basis of reading comprehension scores, skilled and less skilled comprehenders were contrasted, and then two groups of less skilled comprehenders were differentiated on the basis of the decoding scores.Hierarchical regression analyses computed on the whole sample showed that listening comprehension was a more powerful predictor than decoding ability in first-and second-grade children. In both grades, the pattern of performance in less skilled comprehenders showed a relative independence between decoding and reading comprehension. The good decoders' group and the poor decoders' group showed similar poor performance in reading comprehension and poor performance in listening comprehension. However, their difficulties could stem from different sources. Some instructional recommendations were formulated taking into account individual differences in decoding and spoken language abilities, as soon as the first months of formal reading acquisition.We are grateful to the two anonymous referees of this journal for their helpful comments on the manuscript. We would like to thank Catherine Loridant for her precious collaboration in the collect of the data. We gratefully acknowledge the children and the teachers who participated to the experiment.

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Decreasing Reading Differences in Children from Disadvantaged Backgrounds: The Effects of an Early Literacy Intervention

Hagans

Good

2013

Contemp School Psychol

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Reading performance and its developmental trajectories during the first and the second grade

Cited by 39 publications

References 28 publications

Reading development subtypes and their early characteristics

Reading development subtypes and their early characteristics

Reading comprehension in French 1st and 2nd grade children: Contribution of decoding and language comprehension

Decreasing Reading Differences in Children from Disadvantaged Backgrounds: The Effects of an Early Literacy Intervention

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