Adolescent struggling readers in urban schools: Results of a Latent Class Analysis
Adolescent struggling readers in urban schools: Results of a Latent Class Analysis
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DOI：
10.1016/j.lindif.2011.01.008
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发表时间：
2011-08-01
影响因子：
3.6
通讯作者：
Deshler, Donald D.
中科院分区：
文献类型：
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作者：
Brasseur-Hock, Irma F.;Hock, Michael F.;Deshler, Donald D.
在这项研究中，我们的目标是确定独特的集群的青少年挣扎的读者（ASR）和检查的阅读技能档案每个集群。我们评估了319名就读于城市学校的学生的阅读理解的三个标准化措施和八个标准化措施的组成技能，包括词汇，听力理解，单词和文本水平的阅读准确性和流畅性。学生的平均年龄为14.9岁，他们正在进入9年级。使用潜在类分析（LCA），我们确定了四个经验不同的水平的阅读理解和分类的子样本的学生低于平均水平的阅读者（n = 195）。在这个子样本中，我们进行了第二次生命周期评估，确定了五个具有不同组件技能的亚组。这些结果表明，在ASR组内，组件阅读技能的优势和劣势存在很大的异质性，这意味着需要进行诊断评估和差异化干预。(C)2011 Elsevier Inc. All rights reserved.
In this study, our goal was to identify unique clusters of Adolescent Struggling Readers (ASRs) and examine the reading skill profiles each cluster presented. We assessed 319 students attending urban schools on three standardized measures of reading comprehension and eight standardized measures of component skills, including vocabulary, listening comprehension, word- and text-level reading accuracy and fluency. The mean age of the students was 14.9 years, and they were entering 9th grade students. Using Latent Class Analysis (LCA), we identified four empirically distinct levels of reading comprehension and classified a subsample of students as below-average comprehenders (n = 195). Within this subsample, we performed a second LCA that identified five subgroups with distinct profiles of component skills. These results suggest a great deal of heterogeneity in strengths and weaknesses of component reading skills within the ASR group, implying the need for diagnostic assessment and differentiated intervention. (C) 2011 Elsevier Inc. All rights reserved.