Investigating profiles of lexical quality in preschool and their contribution to first grade reading
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 o...
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| Veröffentlicht in: | Reading & writing 2016-11, Vol.29 (9), p.1745-1770 |
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| creator | Murphy, Kimberly A. Farquharson, Kelly |
| description | 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 comprehension 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. |
| doi_str_mv | 10.1007/s11145-016-9651-y |
| format | Article |
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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 comprehension 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. 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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 comprehension 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.</description><subject>At Risk Students</subject><subject>Early Reading</subject><subject>Education</subject><subject>Elementary school students</subject><subject>Grade 1</subject><subject>Kindergarten</subject><subject>Language and Literature</subject><subject>Linguistics</subject><subject>Listening Comprehension</subject><subject>Literacy</subject><subject>Longitudinal Studies</subject><subject>Neurology</subject><subject>Orthography</subject><subject>Predictor Variables</subject><subject>Preschool Children</subject><subject>Preschool education</subject><subject>Profiles</subject><subject>Psycholinguistics</subject><subject>Reading Achievement</subject><subject>Reading acquisition</subject><subject>Reading Comprehension</subject><subject>Reading difficulties</subject><subject>Reading instruction</subject><subject>Reading Skills</subject><subject>Regression (Statistics)</subject><subject>Social Sciences</subject><subject>Statistical Analysis</subject><subject>Student Characteristics</subject><subject>Word Recognition</subject><subject>Young Children</subject><issn>0922-4777</issn><issn>1573-0905</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp1kE1LwzAYx4MoOKcfwIMQ8FzNW9P2KGPqZOBFzyFN0i6jJluSivv2ZlTEi6fn8Pu_8PwBuMboDiNU3UeMMSsLhHnR8BIXhxMww2VFC9Sg8hTMUENIwaqqOgcXMW4RQqRmdAb0yn2amGwvk3U93AXf2cFE6Ds4mC-r5AD3oxxsOkDrMjZRbbwfoHQapo2xASrvUrDtmKx3MHnY2RAT7IPUBgYjdY69BGedHKK5-rlz8P64fFs8F-vXp9XiYV0oWuNU6E43krSEsYprXuq2NIwhxFsleUMZlUxKRUxmlSayxIo2puNNbRpMua4JnYPbKTe_sR_zW2Lrx-BypcA1qTHhpERZhSeVCj7GYDqxC_ZDhoPASBzHFNOYIo8pjmOKQ_bcTB4TrPrVL1-ykNecZ04mHjNzvQl_mv8N_Qb_ToLd</recordid><startdate>20161101</startdate><enddate>20161101</enddate><creator>Murphy, Kimberly A.</creator><creator>Farquharson, Kelly</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20161101</creationdate><title>Investigating profiles of lexical quality in preschool and their contribution to first grade reading</title><author>Murphy, Kimberly A. ; Farquharson, Kelly</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c381t-dfd9a2b24476d65db5e44006bca69343a4aac2e6d67d2a51c39ef698e9136d823</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>At Risk Students</topic><topic>Early Reading</topic><topic>Education</topic><topic>Elementary school students</topic><topic>Grade 1</topic><topic>Kindergarten</topic><topic>Language and Literature</topic><topic>Linguistics</topic><topic>Listening Comprehension</topic><topic>Literacy</topic><topic>Longitudinal Studies</topic><topic>Neurology</topic><topic>Orthography</topic><topic>Predictor Variables</topic><topic>Preschool Children</topic><topic>Preschool education</topic><topic>Profiles</topic><topic>Psycholinguistics</topic><topic>Reading Achievement</topic><topic>Reading acquisition</topic><topic>Reading Comprehension</topic><topic>Reading difficulties</topic><topic>Reading instruction</topic><topic>Reading Skills</topic><topic>Regression (Statistics)</topic><topic>Social Sciences</topic><topic>Statistical Analysis</topic><topic>Student Characteristics</topic><topic>Word Recognition</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Murphy, Kimberly A.</creatorcontrib><creatorcontrib>Farquharson, Kelly</creatorcontrib><creatorcontrib>Language and Reading Research Consortium (LARRC)</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Reading & writing</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Murphy, Kimberly A.</au><au>Farquharson, Kelly</au><aucorp>Language and Reading Research Consortium (LARRC)</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1116866</ericid><atitle>Investigating profiles of lexical quality in preschool and their contribution to first grade reading</atitle><jtitle>Reading & writing</jtitle><stitle>Read Writ</stitle><date>2016-11-01</date><risdate>2016</risdate><volume>29</volume><issue>9</issue><spage>1745</spage><epage>1770</epage><pages>1745-1770</pages><issn>0922-4777</issn><eissn>1573-0905</eissn><coden>REWRE8</coden><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 comprehension 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.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s11145-016-9651-y</doi><tpages>26</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | At Risk Students Early Reading Education Elementary school students Grade 1 Kindergarten Language and Literature Linguistics Listening Comprehension Literacy Longitudinal Studies Neurology Orthography Predictor Variables Preschool Children Preschool education Profiles Psycholinguistics Reading Achievement Reading acquisition Reading Comprehension Reading difficulties Reading instruction Reading Skills Regression (Statistics) Social Sciences Statistical Analysis Student Characteristics Word Recognition Young Children |
| title | Investigating profiles of lexical quality in preschool and their contribution to first grade reading |
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