A Developmental Perspective on Word Literacy from Kindergarten Through the Second Grade

ABSTRACT

Utilizing latent transition analysis and multidimensional scaling growth analysis, the authors studied the emerging developmental trajectories in word literacy (i.e., word-reading competence) of a group of 1,503 kindergarteners. Specifically, 3 hypotheses with respect to growth patterns in word literacy from kindergarten to Grade 2 were examined: (a) children come into kindergarten with different word literacy levels, and emerging differences would be likely to remain stable over time; (b) the differences in word literacy latent status would lead to differences in word literacy trajectories over time; and (c) students with a low growth level would lead to lower achievement in reading achievement at a later time. The results of the dynamic analyses support the hypotheses and are discussed in the context of word literacy development.

Keywords:

• latent transition analysis
• multidimensional scaling (MDS) growth analysis
• reading achievement
• word literacy growth

Notes

1. The description of the measures in the present study is based on those from official website of DIBEL measures. The DIBELS official website is https://dibels.uoregon.edu/measures.php.

2. The vertically moderated standards used in the present study were consistent with those described in DIBELS official website.