Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability☆
Section snippets
Participants
Analyses are based on 177 children from the National Research Center on Learning Disabilities (NRCLD; D. Fuchs, Reschly, Deshler, Fuchs, Compton, & Mellard, 2001) longitudinal sample on whom we had complete data from first through fourth grades. Participants were selected from 42 first-grade classrooms in 16 schools (8 Title I, 8 non-Title I) from two school districts (1 urban, 1 suburban) in Tennessee during the fall. All students who returned consent (n = 783, 90% of sample) were screened on
Results
The data for this study consisted of indicator variables assessed in the fall of first grade, WIF growth during first grade, and measures of reading outcomes (i.e., word reading accuracy, word reading efficiency, and reading comprehension) assessed at the end of first, second, and fourth grades. Table 2 presents means and SDs for fall of first-grade indicator variables; reading growth during first grade; and means, SDs, and percentage of children scoring below a cut-off score of 85 on the
Discussion
We employed latent transition analysis (LTA) to examine the stability of latent classes associated with RD and TD children across time (grades 1–4), to evaluate the importance of using speeded word recognition as a latent class indicator for RD and TD, and explore potential early (i.e., first grade) indicators of children who exhibit late-emerging RD. In general, results indicate that RD and TD latent classes are fairly stable across time, with only five children transitioning from the TD to RD
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This research was supported in part by Grant #H324U010004 from the U.S. Department of Education, Office of Special Education Programs and Core Grant #HD15052 from the National Institute of Child Health and Human Development to Vanderbilt University. Statements do not reflect the position or policy of these agencies, and no official endorsement by them should be inferred.