Investigating proﬁles of lexical quality in preschool
and their contribution to ﬁrst grade reading
Kimberly A. Murphy
Language and Reading Research Consortium
Published online: 21 May 2016
Ó Springer Science+Business Media Dordrecht 2016
Abstract This longitudinal study investigated proﬁles of lexical quality domains in
preschool children and the extent to which proﬁle membership predicted reading
comprehension in ﬁrst grade. A latent proﬁle analysis was conducted to classify 420
preschool children on lexical quality domains, including orthography, phonology,
morphosyntax, and vocabulary. Regression analysis was used to determine whether
proﬁle membership was associated with ﬁrst grade outcomes across reading com-
prehension and its components (i.e., listening comprehension and word recognition).
Results revealed ﬁve proﬁles of lexical quality which were predictive of all three
outcomes in ﬁrst grade. Children in low lexical quality proﬁles performed more
poorly on the outcome measures than children in the higher lexical quality proﬁles.
Additionally, proﬁle membership did differentially predict later reading outcomes.
These results suggest that lexical quality proﬁles are associated with reading and
therefore may offer a means of early identiﬁcation of children who are susceptible
to future reading difﬁculties.
Keywords Early reading Á Early identiﬁcation Á Lexical quality Á
Latent proﬁle analysis
The views presented in this work do not represent those of the federal government, nor do they endorse
any products or ﬁndings presented herein.
Please see the ‘‘Appendix’’ section for LARRC project sites and investigator details.
& Kimberly A. Murphy
Department of Teaching and Learning and Crane Center for Early Childhood Research and
Policy, The Ohio State University, 175 East 7th Avenue, Columbus, OH 43201, USA
Department of Speech and Hearing Science, Emerson College, Boston, MA, USA
Read Writ (2016) 29:1745–1770