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Using latent profiles to evaluate response to a language-based intervention

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Abstract

Many children with oral language difficulties also experience challenges with word reading, as evidenced in the high comorbidity rate between developmental language disorders and dyslexia. The current study investigated a sample of students (n = 357) with language and literacy difficulties classified into latent classes based on pre-intervention performance on word reading and listening comprehension measures. Specifically, this study sought to determine the extent to which latent classes responded to an evidence-based, narrative language program at immediate post-test and a five-month follow-up time point, and whether performance varied as a function of class membership. Findings revealed that students in all latent profiles showed statistically significant improvements in narrative language at post-test, a primary target of the intervention. However, intervention effects varied at a five-month follow-up time point, with students with the greatest listening comprehension and word reading difficulties showing the most notable gains. Instructional response also varied according to performance on a narrative writing measure. These findings suggest that assessing initial performance on key variables may be able to help educators predict student response and adapt intervention plans to more effectively meet individual needs.

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Data availability

The data that support the findings of this study are not publicly available, but deidentified data are available from the corresponding author on reasonable request and with appropriate institutional approvals.

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Funding

This research was supported by grant R324A240182 from the Department of Education’s Institute of Education Sciences. However, the content is solely the responsibility of the authors and does not necessarily represent the official views of U.S. Department of Education.

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Authors and Affiliations

  1. Graduate School of Education, Harvard University, 14 Appian Way, Larsen 310, Cambridge, MA, 02138, USA

    Philip Capin & Laura Mesite

  2. Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA

    Anna-Mari Fall

  3. Department of Communication Disorders and Deaf Education, Utah State University, Logan, UT, USA

    Ryan Sainsbury, Sandra Gillam & Ron Gillam

  4. University of Virginia, Charlottesville, VA, USA

    Colby Hall

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  1. Philip Capin
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  2. Laura Mesite
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  5. Sandra Gillam
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  6. Colby Hall
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  7. Ron Gillam
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Contributions

Philip Capin contributed to the conception and design of the study and led the manuscript writing. Laura Mesite led the data analysis, and supported the drafting and revising of the manuscript. Anna-Mari Fall contributed to the data analysis and reviewed and revised the manuscript. Ryan Sainsbury contributed to the writing of the manuscript. Sandra L. Gillam contributed to the data collection and reviewed and revised the manuscript. Colby Hall contributed to the interpretation of findings, and manuscript revisions. Ronald B. Gillam contributed to the data collection, overall study design, and reviewed and revised the manuscript. All authors approved the final version of the manuscript and agree to be accountable for all aspects of the work.

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Correspondence to Philip Capin.

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Conflicts of interest

Ronald B. Gillam receives royalties from the sale of the Test of Narrative Language, which was included in this study. Ronald and Sandra Gillam also receive royalties from the sale of the SKILL intervention. No other authors have conflicts of interests to disclose.

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Capin, P., Mesite, L., Fall, AM. et al. Using latent profiles to evaluate response to a language-based intervention. Ann. of Dyslexia 76, 364–388 (2026). https://doi.org/10.1007/s11881-026-00372-3

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