Early prediction of individual growth in reading

Early prediction of individual growth in reading Seventy four boys with reading disabilities and amatched control group of normal readers were followedduring their compulsory schooling (to grade 9). Worddecoding performance was assessed with the Wordchainstest on three occasions. For each student a lineargrowth function was estimated. The slope parameter wasused as the dependent variable in a multipleregression analysis with a large number of explanatoryfactors from grades 2 and 3 including phonologicalskills, reading and spelling, non-verbal intelligence,motor skills, eye movements, teacher ratings of schoolbehaviour and parents' education. The proportion ofvariance in growth explained for the reading disabledboys amounted to 25%, the most powerful predictorsbeing early reading performance and non-verbalintelligence. More surprisingly, neither teacherratings nor family background gave useful predictiveinformation. For the control group none of theindependent variables explained the variance of growthin reading. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Early prediction of individual growth in reading

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Publisher
Springer Journals
Copyright
Copyright © 2000 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1026476712452
Publisher site
See Article on Publisher Site

Abstract

Seventy four boys with reading disabilities and amatched control group of normal readers were followedduring their compulsory schooling (to grade 9). Worddecoding performance was assessed with the Wordchainstest on three occasions. For each student a lineargrowth function was estimated. The slope parameter wasused as the dependent variable in a multipleregression analysis with a large number of explanatoryfactors from grades 2 and 3 including phonologicalskills, reading and spelling, non-verbal intelligence,motor skills, eye movements, teacher ratings of schoolbehaviour and parents' education. The proportion ofvariance in growth explained for the reading disabledboys amounted to 25%, the most powerful predictorsbeing early reading performance and non-verbalintelligence. More surprisingly, neither teacherratings nor family background gave useful predictiveinformation. For the control group none of theindependent variables explained the variance of growthin reading.

Journal

Reading and WritingSpringer Journals

Published: Oct 7, 2004

References

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