Latent Profiles of Reading and Language and Their Association with Standardized Reading Outcomes in Kindergarten through Tenth Grade

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

27

Institute of Education Sciences (ED)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)

R305F100005
P50HD052120

Reading Comprehension; Statistical Analysis; Computer Assisted Testing; Adaptive Testing; Regression (Statistics); Reading Achievement; Elementary Secondary Education; Intelligence Tests; Verbal Ability; Vocabulary; Achievement Tests; Grade 1; Kindergarten; Standardized Tests; State Standards; Elementary School Students; Middle School Students; High School Students; Reading Instruction; Multiple Regression Analysis

Peabody Picture Vocabulary Test; Stanford Early School Achievement Test; Stanford Achievement Tests; Florida Comprehensive Assessment Test

10.1080/19345747.2016.1237597

1934-5747

The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction.

As Provided

64

Yes

2017

EJ1147939