Acceso usuarios
Matthew Quick, Ryan Grimm, Michael J. Furlong, Karen Nylund Gibson, Sruthi Swami
This study utilized latent class analysis (LCA) to identify 5 discernible profiles of Latino children’s (N = 1,253) social-emotional, physical, and cognitive school readiness at the time of kindergarten entry. In addition, a growth mixture modeling (GMM) approach was used to identify 3 unique literacy achievement trajectories, across Grades 2–5, for these students. A latent transition analysis (LTA) approach was used to examine how Latino children’s readiness profiles at kindergarten entry were related to longitudinal literacy achievement trajectories in Grades 2–5. Results provided evidence that Latino students enter kindergarten with discernible readiness profiles and that these profiles predicted longitudinal literacy achievement trajectories through Grade 5. Specifically, children with higher levels of readiness at kindergarten entry had greater probabilities of following favorable literacy achievement patterns than those students who were rated with lower levels of readiness. Results also provided evidence suggesting that Latino children’s cognitive readiness levels were particularly predictive of longitudinal literacy achievement patterns. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
