A1 Journal article (refereed)
Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification (2021)

Psyridou, M., Tolvanen, A., de Jong, P. F., Lerkkanen, M.-K., Poikkeus, A.-M., & Torppa, M. (2021). Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification. Developmental Psychology, 57(11), 1840-1854. https://doi.org/10.1037/dev0000976

JYU authors or editors

Publication details

All authors or editors: Psyridou, Maria; Tolvanen, Asko; de Jong, Peter F.; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna

Journal or series: Developmental Psychology

ISSN: 0012-1649

eISSN: 1939-0599

Publication year: 2021

Volume: 57

Issue number: 11

Pages range: 1840-1854

Publisher: American Psychological Association (APA)

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1037/dev0000976

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/80269

Abstract

This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample (N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, reading difficulties), and gender. Four different profiles of reading fluency and reading comprehension development were identified using latent profile analysis. These comprised one profile with persistent reading difficulties across the grades, one with early poor reading skills but with a resolving tendency, one with average reading skills, and one with good readers who started with very high reading fluency but scored average over time. Of the kindergarten measures, parental reading difficulties, being male, low paternal level of education, slow RAN, difficulty in reading easy words, and low scores in phonological skills, letter knowledge, number counting, and vocabulary predicted reading difficulties. The children belonging to the profile with the resolving tendency showed an increased rate of family risk and multiple cognitive deficits but managed to resolve their reading difficulties. Being female, and good number counting and vocabulary skills predicted a tendency to resolve early reading difficulties. The results confirm the previous findings on the early predictors of reading difficulties and add to the literature by identifying skills that predict resolving patterns.

Keywords: language development; reading; fluency; reading comprehension; longitudinal research; children (age groups); young people

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 3