Classification of Double Deficit Groups across Time: An Analysis of Group Stability from Kindergarten to Second Grade

Autor/inn/en	Steacy, Laura M.; Kirby, John R.; Parrila, Rauno; Compton, Donald L.
Titel	Classification of Double Deficit Groups across Time: An Analysis of Group Stability from Kindergarten to Second Grade
Quelle	In: Scientific Studies of Reading, 18 (2014) 4, S.255-273 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2013.873936
Schlagwörter	Dyslexia; Reading Difficulties; Classification; Symptoms (Individual Disorders); Kindergarten; Elementary School Students; Reading Skills; Naming; Phonological Awareness; Foreign Countries; Reading Tests; Phonemes; Word Recognition; Vocabulary; Age Differences; Reading Ability; Canada; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Classification system; Klassifikation; Klassifikationssystem; Psychiatrische Symptomatik; Reading skill; Lesefertigkeit; Ausland; Lesetest; Fonem; Worterkennung; Wortschatz; Age; Difference; Age difference; Altersunterschied; Reading competence; Lesekompetenz; Kanada
Abstract	The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study examines the stability of these groups from kindergarten to second grade. An initial sample of 214 students were tested at four time points on measures of rapid automatized naming, phonological awareness, and reading. Latent transition analyses were used to examine the stability of these groups over time. These analyses indicated moderate stability from kindergarten to second grade with the probability of movement between groups being higher in kindergarten and early first grade. The groups differed in reading achievement at each testing time, with the double deficit group obtaining the lowest scores. Implications for early assessment and intervention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10