Development of individual differences in reading : Results from longitudinal studies in english and finnish

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Individual Differences in Reading Development (2014, unknown): “Second, Bast and Reitsma (1997), for measures of reading comprehension, and Parrila et al. (2005), for measures of decoding accuracy, reported a pattern of stable achievement differences when LGC models were used and a pattern of delayed compensation when simplex models were used.”
Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008, background): “Parrila et al. (2005) also reported high stability in reading development for a sample of 198 Canadian children who were followed from Grade 1 up to Grade 5.”
Growth and predictors of change in English language learners' reading comprehension (2013, methodology): “These include the need to investigate multiple pathways in the growth trajectories of reading comprehension in ELLs and EL1s, and to explore different combinations of predictors that might underlie these patterns (Parrila et al., 2005).”
Exploring gains in reading and mathematics achievement among regular and exceptional students using (2013, background): “While some of the prior literature has relied on linear-change models (Grimm, 2008; Seltzer, Choi, & Thum, 2003), our results are consistent with studies that used curvilinear models (Crijnen, Feehan, & Kellam, 1998; Curran & Hussong, 2002; Lee, 2010; Lichten, 2004; Parrila et al., 2005).”