TY - JOUR
T1 - Adolescent struggling readers in urban schools
T2 - Results of a Latent Class Analysis
AU - Brasseur-Hock, Irma F.
AU - Hock, Michael F.
AU - Kieffer, Michael J.
AU - Biancarosa, Gina
AU - Deshler, Donald D.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education by grant R305G04011 to The University of Kansas Center for Research on Learning. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
PY - 2011/8
Y1 - 2011/8
N2 - 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.
AB - 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.
KW - Adolescent readers
KW - Adolescent reading profiles
KW - Latent Class Analysis
KW - Reading skill profiles
KW - Subgroups of adolescent readers
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U2 - 10.1016/j.lindif.2011.01.008
DO - 10.1016/j.lindif.2011.01.008
M3 - Article
AN - SCOPUS:79960024167
SN - 1041-6080
VL - 21
SP - 438
EP - 452
JO - Learning and Individual Differences
JF - Learning and Individual Differences
IS - 4
ER -