Reading Ability Development from Kindergarten to Junior Secondary: Latent Transition Analyses with Growth Mixture Modeling.
The present study examined the reading ability development of children in the large scale Early Childhood Longitudinal Study (Kindergarten Class of 1998-99 data; Tourangeau et al., 2009) under the dynamic systems. To depict children's growth pattern, we extended the measurement part of latent transition analysis to the growth mixture model and found that the new model fitted the data well. Results also revealed that most of the children stayed in the same ability group with few cross-level changes in their classes. After adding the environmental factors as predictors, analyses showed that children receiving higher teachers' ratings, with higher socioeconomic status, and of above average poverty status, would have higher probability to transit into the higher ability group.
Faculty of Psychology, Southwest UniversityChongqing, China; Key Laboratory of Cognition and Personality, Southwest University, Ministry of EducationChongqing, China.
Yuan
Y
Liu
Beijing Key Laboratory of Applied Experimental Psychology, Beijing Normal UniversityBeijing, China; School of Psychology, Beijing Normal UniversityBeijing, China.
Hongyun
H
Liu
Department of Psychology, Chinese University of Hong Kong Hong Kong, Hong Kong.
Kit-Tai
KT
Hau
dynamical systems; growth mixture model; latent transition analysis; reading development; social rating