Heterogeneity in children's reading comprehension difficulties: A latent class approach.
Heterogeneity in children's reading comprehension difficulties: A latent class approach.
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儿童阅读理解困难的异质性：一种潜在的阶级方法。
DOI：
10.1002/jcv2.12177
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发表时间：
2023-12
期刊：
影响因子：
--
通讯作者：
Nation, Kate
中科院分区：
文献类型：
--
作者：
James, Emma;Thompson, Paul A.;Bowes, Lucy;Nation, Kate
关键词：
传统上，不良的阅读者被认为是阅读理解能力低于平均水平，单词阅读能力低于平均水平，以及两者之间存在差异。虽然口语水平在低水平的阅读者中往往较低，但阅读是一种复杂的特征，并且异质性可能无法通过组水平的比较来检测。我们采取了一种预先登记的数据驱动的方法来识别不良的认知障碍者，并检查是否有多种不同的认知特征是他们的困难的基础。潜在的混合模型确定阅读配置文件在6846名儿童的雅芳纵向研究的父母和儿童，阅读和听力理解评估的基础上，在8-9岁。第二个混合模型使用阅读、语言、工作记忆、非语言能力和注意力不集中等指标，研究了弱阅读者认知特征的变化。预注册模型未识别出较差的理解者概况。然而，通过额外控制整体能力，出现了一个6类模型，其中包含了相对较弱的理解能力（N = 947，13.83%）。这些孩子中的大多数在良好的段落阅读背景下阅读理解能力较弱，并伴有词汇和非语言能力的弱点。一个小的亚组表现出更严重的理解困难的情况下，额外的认知障碍。阅读特定部分的孤立障碍很少见，但数据驱动的方法可以用来识别理解力相对较弱的儿童。词汇和非语言能力在这一组中最为薄弱，更广泛的认知困难在一部分儿童中也很明显。这些发现表明，理解力差的最佳特征是沿着一个连续体，并考虑到影响严重程度的多种风险。我们使用数据驱动的方法来识别6846名儿童的阅读能力，这些儿童来自雅芳家长和儿童纵向研究。这些数据并不支持解码和理解困难的独特的配置文件，但连续分布的阅读技能。一项额外的探索性分析发现，与解码能力相比，儿童的理解能力相对较弱：大多数儿童的口头语言和非语言能力较弱（2类），但更广泛的认知困难在理解问题更严重的儿童中表现明显（1类）。
Poor comprehenders are traditionally identified as having below‐average reading comprehension, average‐range word reading, and a discrepancy between the two. While oral language tends to be low in poor comprehenders, reading is a complex trait and heterogeneity may go undetected by group‐level comparisons. We took a preregistered data‐driven approach to identify poor comprehenders and examine whether multiple distinct cognitive profiles underlie their difficulties. Latent mixture modelling identified reading profiles in 6846 children from the Avon Longitudinal Study of Parents and Children, based on reading and listening comprehension assessments at 8–9 years. A second mixture model examined variation in the cognitive profiles of weak comprehenders, using measures of reading, language, working memory, nonverbal ability, and inattention. A poor comprehender profile was not identified by the preregistered model. However, by additionally controlling for overall ability, a 6‐class model emerged that incorporated a profile with relatively weak comprehension (N = 947, 13.83%). Most of these children had weak reading comprehension in the context of good passage reading, accompanied by weaknesses in vocabulary and nonverbal ability. A small subgroup showed more severe comprehension difficulties in the context of additional cognitive impairments. Isolated impairments in specific components of reading are rare, yet a data‐driven approach can be used to identify children with relatively weak comprehension. Vocabulary and nonverbal ability were most consistently weak within this group, with broader cognitive difficulties also apparent for a subset of children. These findings suggest that poor comprehension is best characterised along a continuum, and considered in light of multiple risks that influence severity. We used a data‐driven approach to identify different profiles of reading ability in 6846 children from the Avon Longitudinal Study of Parents and Children. The data did not support distinct profiles of decoding and comprehension difficulties, but a continuous distribution of reading skill. An additional exploratory analysis identified children with relatively weak comprehension compared to decoding ability: the majority had weaknesses in oral language and nonverbal ability (Class 2), but broader cognitive difficulties were apparent in those with more severe comprehension problems (Class 1).
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影响因子：
7.2
作者：
Astle DE;Fletcher-Watson S
通讯作者：
Fletcher-Watson S
DOI：
10.1080/10705511.2017.1402334
发表时间：
2018
期刊：
Structural equation modeling : a multidisciplinary journal
影响因子：
--
作者：
Hallquist MN;Wiley JF
通讯作者：
Wiley JF
影响因子：
8.2
作者：
Clarke, Paula J.;Snowling, Margaret J.;Hulme, Charles
通讯作者：
Hulme, Charles
影响因子：
3.6
作者：
Colenbrander, Danielle;Kohnen, Saskia;Nickels, Lyndsey
通讯作者：
Nickels, Lyndsey
影响因子：
2.7
作者：
Justice, Laura;Mashburn, Andrew;Petscher, Yaacov
通讯作者：
Petscher, Yaacov