Exploring reading profiles of rural school students.
Exploring reading profiles of rural school students.
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DOI：
10.1007/s11881-022-00276-y
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发表时间：
2023-07
影响因子：
2.3
通讯作者：
Barth, Amy
中科院分区：
文献类型：
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作者：
Daniel, Johny;Barth, Amy
本研究调查了英语学习者比例较高的农村五年级和六年级学生（N = 262）的阅读概况。我们进行了一系列的阅读和认知评估，对学生的阅读概况进行分类，并评估认知措施的表现是否预测了特定概况的成员资格。数据分析采用潜在剖面分析。潜在特征分析显示，我们的样本中有四种不同的阅读特征：严重阅读障碍的学生（< 2%），阅读障碍高风险的学生（14%），阅读障碍有一定风险的学生（46%）和典型读者（38%）。与有一定阅读失败风险的学生相比，在认知测试中表现较差的学生与他们的小组成员关系有关。相比之下，与有一定阅读失败风险的学生相比，典型阅读组的学生在认知测试中的表现与群体成员关系密切。与以往记录读者资料的研究结果一致，我们发现农村小学高年级学生的阅读资料存在异质性。我们讨论了针对所有阅读领域的多组分干预的必要性，根据干预前建立的读者概况，每个阅读组分的剂量有一定的灵活性。
This study investigates the reading profiles of rural Grade 5 and 6 students (N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students’ reading profiles and evaluate if performance on cognitive measures predicted membership in particular profiles. Data were analyzed using latent profile analysis. Latent profile analysis showed four distinct reading profiles in our sample: students with severe reading disabilities (< 2%), students at high risk of reading disability (14%), students at some-risk of reading disability (46%), and students who are typical readers (38%). Lower performance on cognitive measures was associated with group membership in the severe reading profile group compared to the group of students at some-risk of reading failure. In contrast, higher performance on cognitive measures was associated with group membership in the typical reader group compared to students at some-risk of reading failure. In keeping with the findings from past studies documenting reader profiles, we found heterogeneity in the reading profiles of rural upper-elementary grade students. We discuss the need for multicomponent interventions that target all areas of reading with some flexibility in the dosage of each reading component dependent on the reader profiles established prior to intervention.
DOI：
10.1080/09297041003733588
发表时间：
2010
期刊：
Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence
影响因子：
--
作者：
Asbell S;Donders J;Van Tubbergen M;Warschausky S
通讯作者：
Warschausky S