Predictive validity of early child biological, language, family and rearing environment characteristics on developmental trajectories of reading from ages 6 to 12 years

This study documents whether developmental trajectories of reading skills from ages 6 through 12 years can be predicted by early child biological, language, family and rearing environment characteristics assessed from infancy through early childhood in two independent populations, i.e., the Quebec Newborn Twin Study (N = 849) and the Longitudinal Study of Child Development in Quebec (N = 1077). From group-based trajectory analyses, four developmental trajectories of reading skills were identified in both samples: 1) persistent below average, 2) resolving below average, 3) average, and 4) above average. According to logistic regression analyses, children in the persistent below average group included male participants with lower expressive language skills at 30 months, less educated mothers and parents who spent less time in shared reading during early childhood. Results were similar in the replication population. Information about early language skills and family background provide unique targets to the early identification and prevention of persistent reading difficulties in elementary and early middle school. Educational relevance statement: Predicting reading development in elementary and early middle school before children enter school using information about the early cognitive skills underlying the development of reading and information on family and rearing environment backgrounds may be relevant to identify children needing early interventions and allocation of educational resources. We provided empirical evidence that being a male subject), but also having lower preschool expressive language skills, a mother with lower educational attainment and parents who rarely engaged in preschool shared book-reading are valid means to uniquely predict stable trajectories of reading skills into early adolescence if close follow-ups are implemented to detect the persistence of reading (dis)ability. Both medical and educational professionals should thus be encouraged to prospectively get information about children's early environments for the timely identification and treatment of at-risk children. This may potentially alleviate the negative implications related to reading difficulties later in life and improve functional outcomes.