A multivariate model of early reading acquisition

Abstract

How similar are the cognitive and linguistic profiles of those children who easily learn to read? How similar are the profiles of those children who have difficulty learning to read? Do the profiles of successful and less successful readers vary among children 5-10 years of age? These were the questions that guided this study. Six core profiles were identified on four fluid reasoning to comprehension knowledge constructs previously found to be both theoretically and empirically linked to children's reading acquisition: auditory processing, crystallized ability, processing speed, and shortterm memory. Cluster analysis was used to develop this taxonomy and the six-cluster solution was supported through cross-validation. The internal and external validity of the resulting profiles was favorable, suggesting homogeneous within-cluster membership and clear separation among the six core profiles. A summary of the defining characteristics for each profile is provided. The performance of children comprising different profiles was investigated on four external reading outcomes. These comparisons were conducted for each of the six age groups comprising the sample (i.e., 5-10 years) to assess whether the importance of certain score configurations varied as a function of the reading tasks required of children learning to read and those who are already readers. Results indicated that certain profiles were associated with greater success on external measures of reading achievement than other profiles. Trends across ages and differences among age groups are described.

Adolescent struggling readers in urban schools: Results of a Latent Class Analysis

“…One study that did look at student characteristics and reading subgroups with a population of young readers was conducted by Konold, Juel, McKinnon, and Deffes (2003). In this study, a multivariate analysis of early reading skill acquisition of students 5 to 10 years of age was conducted.…”

The Contribution of Naming Speed to the Simple View of Reading

“…Whereas phonological awareness measures sublexical processing, naming speed is thought to contribute independently to word recognition because it contributes more to lexical or whole word processing (Bowers & Newby-Clark, 2002). Naming speed may also make a further contribution to reading comprehension (Kirby et al, 2003;Konold, et al, 2003). The present study seeks to determine whether naming speed should be added as a component of the Simple View of reading.…”

“…Other research has focused upon the phonological processes that contribute to reading development; many authors have shown that phonological awareness contributes to word recognition (e.g., Adams, 1990;Wagner, Torgesen, Laughon, Simmons, & Rashotte, 1993), and Wolf and Bowers (1999) have shown that naming speed contributes independently from phonological awareness. The reason for naming speed's contribution is not yet clear, but two interpretations are that (a) it facilitates the rapid recognition of letters and larger orthographic units, including whole words, and (b) rapid word recognition facilitates comprehension (e.g., Kirby, Parrila, & Pfeiffer, 2003;Konold, Juel, McKinnon, & Deffes, 2003;Wolf & Bowers, 1999). Whereas phonological awareness may be taken into account in the Simple View's decoding term, it is not clear that naming speed is included in any of the terms.…”

The role of achievement beliefs and behaviours in spontaneous reading acquisition

“…Phonemic awareness has been shown to play a significant role in the development of word decoding, whereas vocabulary and other oral language skills are strongly associated with reading comprehension (Adams, 1990;Roth et al, 2002;Snow et al, 1998;Wagner, Torgeson, & Rashotte, 1994). Konold, Juel, McKinnon, and Deffes (2003) recently presented a detailed model of the complex nature of the broader cognitive and psycholinguistic functions involved in reading acquisition. These included crystallized ability, working memory and processing speed.…”