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Profiles of Foundational Learning Components among First Graders
Nicole Sparapani1, Carol McDonald Connor2, Stephanie Day2
1University of California, Davis.
Learning and Individual Differences
|March 30, 2019
Summary
This study identified four student profiles in first grade based on foundational learning skills. Literacy growth varied significantly across these profiles, highlighting the need for individualized educational support.
Area of Science:
- Child Development
- Educational Psychology
- Learning Sciences
Background:
- School readiness encompasses social-emotional development, language, literacy, and self-regulation, crucial for academic success.
- While language and literacy weaknesses are linked to academic struggles, less is known about the impact of internalizing and externalizing behaviors.
- Understanding diverse foundational learning components is vital for effective early education.
Purpose of the Study:
- To identify distinct subgroups of first graders based on foundational learning components.
- To examine the differential growth in literacy skills across these identified subgroups.
- To inform educational practices by considering student variability in foundational skills.
Main Methods:
- Latent profile analysis (LPA) was used to identify student subgroups.
- Latent class growth analysis (LCGA) modeled literacy skill trajectories.
- The study analyzed data from 324 first-grade students, controlling for gender and socioeconomic status.
Main Results:
- Four distinct profiles emerged: Emergent Hyperactive, Externalizing, Generally Good Students, and Internalizing.
- Significant differences in literacy skill growth were observed across the four profiles.
- Students in the Externalizing profile showed the most literacy growth, while the Emergent Hyperactive and Internalizing profiles exhibited the least vocabulary growth.
Conclusions:
- Student profiles based on foundational learning components are associated with varying rates of literacy development in first grade.
- Recognizing these individual differences is essential for tailoring educational interventions.
- Educators and researchers should consider these profiles to enhance classroom support and promote learning.
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