Reading Strategy Usage: Latent Profile Membership Can be Explained By RAN and Orthographic Knowledge and Predicts Later Reading Performance

Chicago, IL · May 2022

Poster · Developmental

Fenke Kachisi
Center for Individual Development and Adaptive Education of Children at Risk (IDeA)
Fenke Kachisi
DIPF Leibniz Institute for Research and Information in Education
Jelena Zaric
DIPF | Leibniz Institute for Research and Information in Education
Jelena Zaric
Center for Individual Development and Adaptive Education of Children at Risk (IDeA)
Jan-Henning Ehm
DIPF | Leibniz Institute for Research and Information in Education
Telse Nagler
DIPF | Leibniz Institute for Research and Information in Education
Telse Nagler
Center for Individual Development and Adaptive Education of Children at Risk (IDeA)

Abstract

This study investigated the use of reading strategies applied by German elementary school children. Three distinct latent profiles of strategy usage (labeled phonological, transition, and lexical) were identified. Profile membership was explained by rapid automatized naming and orthographic knowledge, and was predictive of children’s later reading performance.

Studying and Learning

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Reading Strategy Usage: Latent Profile Membership Can be Explained By RAN and Orthographic Knowledge and Predicts Later Reading Performance

Abstract

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