{'fraction_non_alphanumeric': 0.019855595667870037, 'fraction_numerical': 0.01263537906137184, 'mean_word_length': 5.12707182320442, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The stability and classification of specific reading retardation: a longitudinal study from age 7 to 11.

Summary. The concept of specific reading retardation assumes that there exists a stable group of under-achieving children whose classification is not simply age- or test-specific. This assumption was investigated longitudinally in a large sample of New Zealand children who were followed from age 7 to age 11. Substantial overlap was found between groups classified as specific reading retarded at ages 7, 9, and 11 on the basis of Burt reading and WISC-R Performance IQ scores. At age 11, there was also substantial agreement between classifications based on three separate measures of reading achievement, although there was evidence of test-specific factors unique to comprehension- versus word recognition-based classifications. Agreement between classifications at age 11 based on WISC-R Performance IQ and Fullscale IQ was high. The data indicated the existence of a fairly stable group of children characterised by enduring under-achievement in reading throughout the primary years of schooling.