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Heterogeneity in children's reading comprehension difficulties : a latent class approach
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James, Emma, Thompson, Paul A., Bowes, Lucy and Nation, Kate (2023) Heterogeneity in children's reading comprehension difficulties : a latent class approach. JCPP Advances, 3 (4). e12177. doi:10.1002/jcv2.12177 ISSN 2692-9384.
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JCPP Advances - 2023 - James - Heterogeneity in children s reading comprehension difficulties A latent class approach.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons Attribution 4.0. Download (722Kb) | Preview |
Official URL: https://doi.org/10.1002/jcv2.12177
Abstract
Background
Poor comprehenders are traditionally identified as having below-average reading comprehension, average-range word reading, and a discrepancy between the two. While oral language tends to be low in poor comprehenders, reading is a complex trait and heterogeneity may go undetected by group-level comparisons.
Methods
We took a preregistered data-driven approach to identify poor comprehenders and examine whether multiple distinct cognitive profiles underlie their difficulties. Latent mixture modelling identified reading profiles in 6846 children from the Avon Longitudinal Study of Parents and Children, based on reading and listening comprehension assessments at 8–9 years. A second mixture model examined variation in the cognitive profiles of weak comprehenders, using measures of reading, language, working memory, nonverbal ability, and inattention.
Results
A poor comprehender profile was not identified by the preregistered model. However, by additionally controlling for overall ability, a 6-class model emerged that incorporated a profile with relatively weak comprehension (N = 947, 13.83%). Most of these children had weak reading comprehension in the context of good passage reading, accompanied by weaknesses in vocabulary and nonverbal ability. A small subgroup showed more severe comprehension difficulties in the context of additional cognitive impairments.
Conclusions
Isolated impairments in specific components of reading are rare, yet a data-driven approach can be used to identify children with relatively weak comprehension. Vocabulary and nonverbal ability were most consistently weak within this group, with broader cognitive difficulties also apparent for a subset of children. These findings suggest that poor comprehension is best characterised along a continuum, and considered in light of multiple risks that influence severity.
Item Type: | Journal Article | ||||||||
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Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education |
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Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||||||
Library of Congress Subject Headings (LCSH): | Cognition in children, Reading (Elementary) -- Psychological aspects, Reading disability, Reading comprehension -- Psychological aspects, Developmental reading | ||||||||
Journal or Publication Title: | JCPP Advances | ||||||||
Publisher: | Wiley | ||||||||
ISSN: | 2692-9384 | ||||||||
Official Date: | December 2023 | ||||||||
Dates: |
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Volume: | 3 | ||||||||
Number: | 4 | ||||||||
Article Number: | e12177 | ||||||||
DOI: | 10.1002/jcv2.12177 | ||||||||
Status: | Peer Reviewed | ||||||||
Publication Status: | Published | ||||||||
Access rights to Published version: | Open Access (Creative Commons) | ||||||||
Date of first compliant deposit: | 24 October 2023 | ||||||||
Date of first compliant Open Access: | 25 October 2023 | ||||||||
RIOXX Funder/Project Grant: |
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