Building an Integrated Model of Early Reading Acquisition

摘要

This study investigated children's profiles on four constructs fundamental to areas of children's early literacy acquisition: auditory processing, crystallized ability, processing speed, and short-term memory. These areas were measured using six tests: Memory for Sentences, Visual Matching, Incomplete Words, Sound Blending, Oral Vocabulary, and Listening Comprehension. Results were used to establish the most common reading profiles. Children within profiles were then compared to children in other profiles on various reading outcomes to determine which profiles were likely to be associated with reading success. Konold et al. wanted to identify the most common profiles, those associated with success in reading, and the patterns likely to result in reading difficulty. Their analyses led to six profiles, three of which were relatively flat (had equivalent scores across the different areas). They labeled these profiles Above, Slightly Below, and Below Average Reading Ability. The remaining three profiles demonstrated average overall reading ability with strengths in one or more areas. Children with flat average profiles performed significantly worse overall than their average peers who had secondary strengths in one or more areas. The comparison suggests that there is more than one route to successful reading performance.