Subgrouping poor readers on the basis of individual differences in reading-related abilities
Subgrouping poor readers on the basis of individual differences in reading-related abilities
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DOI：
10.1177/002221940303600208
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发表时间：
2003-03-01
影响因子：
3
通讯作者：
Fey, ME
中科院分区：
文献类型：
--
作者：
Catts, HW;Hogan, TP;Fey, ME
本研究探讨了使用阅读组件模型分组贫困读者。一个大样本的穷人的读者被确定在二年级和亚组的基础上的相对优势和劣势的单词识别和听力理解。虽然同质亚组没有确定，穷人的读者可以分为四个亚组，不同的阅读相关的能力显着。进一步的分析表明，阅读能力差的儿童在听力理解方面的优势和劣势，以及在较小程度上在单词识别方面的优势和劣势，都可以通过他们在幼儿园的相关测试中的能力来预测。四年级的后续测试表明，阅读能力差的学生在单词识别和听力理解方面的个体差异是一致的，并且亚组是中等稳定的。这些结果的评估和补救阅读障碍的影响进行了讨论。
The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identified, poor readers could be classified into four subgroups that differed significantly in reading-related abilities. Further analyses showed that poor readers' strengths and weaknesses in listening comprehension, and to a lesser extent in word recognition, were foreshadowed by their abilities on related kindergarten measures. Follow-up testing in the fourth grade indicated that poor readers' individual differences in word recognition and listening comprehension were consistent and that subgroups were moderately stable. The implications of these results for the assessment and remediation of reading disabilities are discussed.