This study was conducted to examine the: (a) heterogeneity and prevalence of the language and literacy profiles among first grade students, (b) predictors that optimize the classification of language and literacy profiles, (c) latent transitions comprising students assigned to the mover latent class and students assigned to the stayer latent class across fall and spring and the prevalence of these latent classes, and (d) predictors that significantly characterized the transition of class membership. Mixture modeling was used to address these aims. A sample of 521 first-grade students was drawn from seven schools. As hypothesized using the Simple View of Reading as a theoretical framework, five language and literacy profiles were identified. These were students with: a) the weakest performance on average in literacy but slightly higher language skills (13%), b) weak performance in both language and literacy (31%), c) average performance in language and literacy (27%), d) good (above average) performance on language and literacy (21%), and e) the strongest performance in language and literacy (8%). Unique predictors of class membership differentiation for all groups were phonological awareness, teacher judgment on academic performance, and socioeconomic status. Measures of letter sound fluency and oral language uniquely predicted group differentiation for some groups. There were proportionately more students who were assigned to the mover latent class (higher overall means) than students who were assigned to the stayer latent class (lower overall means). The mover latent class had some probability of moving classes while the stayer latent class had zero probability of moving classes. The mover latent class and stayer latent class were uniquely differentiated by letter sound fluency, phonological awareness, socioeconomic status, and participation in tiered conditions. The policy and practical implications of these results are discussed. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 25, 2012. / CLASSIFICATION, LANGUAGE AND LITERACY PROFILES, MIXTURE MODELING, READING DISABILITIES, RESPONSE TO INTERVENTION, SIMPLE VIEW OF READING / Includes bibliographical references. / Barbara R. Foorman, Professor Co-Directing Dissertation; Stephanie Dent Al Otaiba, Professor Co-Directing Dissertation; Richard K. Wagner, University Representative; Young-Suk Kim, Committee Member; Jeannie Wanzek, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_182958 |
| Contributors | Lee, Julia Ai Cheng (authoraut), Foorman, Barbara R. (professor co-directing dissertation), Al Otaiba, Stephanie Dent (professor co-directing dissertation), Wagner, Richard K. (university representative), Kim, Young-Suk (committee member), Wanzek, Jeannie (committee member), School of Teacher Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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