A Stage-Sequential Model of Reading Transitions : Evidence From the Early Childhood Longitudinal Study

@inproceedings{Kaplan2006ASM,
  title={A Stage-Sequential Model of Reading Transitions : Evidence From the Early Childhood Longitudinal Study},
  author={David Kaplan and Sharon Walpole},
  year={2006}
}
This study uses latent transition analysis to examine reading development across the kindergarten and 1st-grade year. Data include poverty status and dichotomous measures of reading at 4 time points for a large sample of children within the Early Childhood Longitudinal Study. In each of 4 waves of the study, 5 latent classes were represented in different proportions: low alphabet knowledge, early phonological processing, advanced phonological processing, early word reading, and early reading… CONTINUE READING

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