Using latent profiles to evaluate response to a language-based intervention

Area of Science:

• Child language and literacy development
• Educational psychology
• Speech and language pathology

Background:

• High comorbidity exists between developmental language disorders and dyslexia.
• Children with oral language difficulties often struggle with word reading.
• Understanding these co-occurring challenges is crucial for effective intervention.

Purpose of the Study:

• To classify students with language and literacy difficulties into latent classes.
• To evaluate the response of these latent classes to a narrative language intervention.
• To determine if intervention effects vary based on initial performance and class membership.

Main Methods:

• A sample of 357 students with language and literacy difficulties was analyzed.
• Latent class analysis was used based on pre-intervention word reading and listening comprehension.
• Students' response to an evidence-based narrative language program was assessed at immediate post-test and 5-month follow-up.

Main Results:

• All latent profiles demonstrated statistically significant improvements in narrative language immediately post-intervention.
• Intervention effects varied at the 5-month follow-up.
• Students with the most significant listening comprehension and word reading difficulties exhibited the most substantial gains.

Conclusions:

• Initial performance on key variables can help predict student response to interventions.
• Educators can adapt intervention plans based on individual student needs and predicted response.
• Personalized approaches enhance the effectiveness of language and literacy programs for diverse learners.