Identifying Latent Trajectories of Covarying Reading and Math Development from Childhood to Adolescence

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Developmental Disabilities

Abstract

Purpose


Reading and math skills are closely related and difficulties in these domains are estimated to co-occur at a range between 17% - 50% (Landerl and Moll, 2010) and the influence of co-occurring deficits on the development is not well defined. Our study uses a novel approach of latent factor mixed modeling in a large sample size to identify trajectories of co-varying reading and math development across grades 1-9 (n = 2614),

We hypothesize that a modest amount of subgroups displaying unique developmental trajectories will emerge. We also hypothesize familial risk for reading difficulties, familial risk for math difficulties, and severity of early difficulties will differentiate between groups - as these have shown to be significant contributions to the stability of reading and math over time in both single deficit (Torppa et al, 2015) and co-occurring deficit approaches (Korpipaa et al, 2020). We also aim to explore other environmental risk factors that are known to differentiate groups such as parental education and home environment (Khanolainen et al, In Press) and whether they are related to early or later outcomes in the development of shared skills.

Method
This research project is a part of the First Steps Study where 1590 mothers and 1507 fathers filled in questionnaires on their reading and mathematical difficulties when children were in Kindergarten. Tests for reading fluency and arithmetic fluency were administered to children in grades 1, 2, 3, 4, 7, and 9.

Analysis
We will analyze our data using factor mixture modeling. In order to test our first hypothesis we will use MPLUS (Muthén & Muthén, 2004) to designate a common factor that captures the shared variances of reading and math skills across all timepoints, and identify latent trajectories by analyzing repeatedly measured variables of reading and arithmetic fluency. Our second hypothesis, that familial risk for math and reading difficulties will differentiate between latent trajectories - will use the modified BCH method (Bakk and Vermunt, 2014) to conduct weighted multiple group analysis, comparing dimensions of family risk across all latent class groups. We will also use this method to look at our exploratory questions, related home environment and parental education.

General implications of the study: While some studies have identified developmental trajectories for single mechanisms, very few longitudinal studies exist that look at reading and math skills together. However, in view of how interconnected these skills are, gaining further understanding of their development lies through investigating them together and looking at both shared and unique risks underlying them. Additionally, by focusing on family and environmental risk this study hopes to shed new light on the etiologies of co-occurrence of reading and math difficulties.

Statement on feasibility of timely completion
With data already collected, and the model already defined - we anticipate our analysis to be completed over the next month and a half. This timeline ensures we will have more than sufficient time to interpret and present complete results by the biennial meeting in April.

Authors

• Georgia Gerike, Niilo Maki Institute
  Presenting Author

• Daria Khanolainen, University of Jyväskylä
  Non-Presenting Author