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Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
Published on: September 17, 2019
A retrospective longitudinal study of cognitive and language skills in poor reading comprehension
Åsa Elwér1, Stefan Gustafson, Brian Byrne
1Linköping University, Sweden.
Abstract:
Fifty-six specific poor reading comprehenders (SPRC) were selected in Grade 4 and retrospectively compared to good comprehenders at preschool (age 5) and at the end of kindergarten, Grade 1, and Grade 2. The results revealed deficits in vocabulary, grammar, verbal memory and early deficits in phonological awareness in most of the SPRC sample, beginning in preschool. The reading comprehension deficits in children with SPRC were not as marked in earlier assessments in Grade 1 and 2, probably because of the greater dependence on word decoding in reading comprehension in the early grades.
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