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The strongest pre\u2010literacy predictors of dyslexia are rapid automatized naming (<jats:styled-content style=\"fixed-case\">RAN<\/jats:styled-content>), phonological awareness (<jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content>), letter knowledge, and verbal short\u2010term memory. The relationship among these constructs has been debated, and several theories have emerged to explain the unique role of each in reading ability\/disability. Furthermore, the stability of identification of risk based on these measures varies widely across studies, due in part to the different cut\u2010offs employed to designate risk. We applied a latent profile analysis technique with a diverse sample of 1215 kindergarten and pre\u2010kindergarten students from 20 schools, to investigate whether <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content>,<jats:styled-content style=\"fixed-case\"> RAN<\/jats:styled-content>, letter knowledge, and verbal short\u2010term memory measures differentiated between homogenous profiles of performance on these measures. Six profiles of performance emerged from the data: average performers, below average performers, high performers, <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content> risk, <jats:styled-content style=\"fixed-case\">RAN<\/jats:styled-content> risk, and double\u2010deficit risk (both <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content> and <jats:styled-content style=\"fixed-case\">RAN<\/jats:styled-content>). A latent class regression model was employed to investigate the longitudinal stability of these groups in a representative subset of children (<jats:italic>n\u00a0<\/jats:italic>=<jats:italic>\u00a0<\/jats:italic>95) nearly two years later, at the end of 1st grade. Profile membership in the spring semester of pre\u2010kindergarten or fall semester of kindergarten was significantly predictive of later reading performance, with the specific patterns of performance on the different constructs remaining stable across the years. There was a higher frequency of <jats:styled-content style=\"fixed-case\">PA<\/jats:styled-content> and <jats:styled-content style=\"fixed-case\">RAN<\/jats:styled-content> deficits in children from lower <jats:styled-content style=\"fixed-case\">socioeconomic status (SES)<\/jats:styled-content> backgrounds. There was no evidence for the <jats:styled-content style=\"fixed-case\">IQ<\/jats:styled-content>\u2013achievement discrepancy criterion traditionally used to diagnose dyslexia. Our results support the feasibility of early identification of dyslexia risk and point to the heterogeneity of risk profiles. These findings carry important implications for improving outcomes for children with dyslexia, based on more targeted interventions.<\/jats:p>","DOI":"10.1111\/desc.12471","type":"journal-article","created":{"date-parts":[[2016,10,17]],"date-time":"2016-10-17T05:22:55Z","timestamp":1476681775000},"source":"Crossref","is-referenced-by-count":86,"title":["Longitudinal stability of pre\u2010reading skill profiles of kindergarten children: implications for early screening and theories of reading"],"prefix":"10.1111","volume":"20","author":[{"given":"Ola","family":"Ozernov\u2010Palchik","sequence":"first","affiliation":[{"name":"Eliot\u2010Pearson Department of Child Study and Human Development Tufts University USA"},{"name":"Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology USA"},{"name":"Laboratories of Cognitive Neuroscience Division of Developmental Medicine Department of Medicine Boston Children's Hospital 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