Pattern of Preschool Prediction of Reading Comprehension Impairment: A 10 Year Longitudinal Study
2014 (English)Manuscript (preprint) (Other academic)
Compromised reading comprehension will invariably influence future academic achievements. In reading research there has been an emphasis on early identification of poor decoders to reduce future difficulties. Only a few studies have examined preschool prediction of reading comprehension impairments beyond the first grades of school, and these studies have presented different patterns of results. As studies have mostly been conducted in English; it is unclear how the results generalize to languages with transparent orthographies. In this study, a Swedish and a Norwegian twin sample were used to predict reading comprehension and decoding impairments in grade 2, 4 and 8/9 from preschool. The results suggested an important role for RAN and verbal memory. Compromised RAN was consistently associated with the poor decoders, as well as in identifying poor reading comprehenders in grade 8/9. Verbal memory tasks at preschool contributed to the identification of children with reading comprehension impairment across grades.
Place, publisher, year, edition, pages
Reading comprehension, reading disabilities, longitudinal study
Educational Sciences Didactics
IdentifiersURN: urn:nbn:se:liu:diva-110035OAI: oai:DiVA.org:liu-110035DiVA: diva2:742371