Examining the Reading and Cognitive Profiles of Students with Significant Reading Comprehension Difficulties

Autor/inn/en	Capin, Philip; Cho, Eunsoo; Miciak, Jeremy; Roberts, Greg; Vaughn, Sharon
Titel	Examining the Reading and Cognitive Profiles of Students with Significant Reading Comprehension Difficulties
Quelle	In: Learning Disability Quarterly, 44 (2021) 3, S.183-196 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Capin, Philip) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948721989973
Schlagwörter	Reading Comprehension; Listening Comprehension; Grade 4; Elementary School Students; Reading Difficulties; Cognitive Ability; Reading Skills; Reading Fluency; Word Recognition; Secondary School Students; Severity (of Disability); Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Leseverstehen; Hörverständnis; School year 04; 4. Schuljahr; Schuljahr 04; Reading difficulty; Leseschwierigkeit; Denkfähigkeit; Reading skill; Lesefertigkeit; Worterkennung; Sekundarschüler; Schweregrad
Abstract	This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01