Using Reader Profiles as Snapshots to Investigate Students' Reading Performance

Autor/inn/en	Dinsmore, Daniel L.; Fox, Emily; Parkinson, Meghan M.; Bilgili, Devrim
Titel	Using Reader Profiles as Snapshots to Investigate Students' Reading Performance
Quelle	In: Journal of Experimental Education, 87 (2019) 3, S.470-495 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2017.1421519
Schlagwörter	Reading Achievement; Reading Skills; Grade 3; Grade 5; Elementary School Students; Achievement Tests; Standardized Tests; State Standards; Profiles; Reading Instruction; Reading Comprehension; Multivariate Analysis; Comparative Analysis; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Leseleistung; Reading skill; Lesefertigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Charakterisierung; Profilanalyse; Leseunterricht; Leseverstehen; Multivariate Analyse
Abstract	Explanatory patterns regarding situational differences in reading comprehension performance may be best captured by multidimensional reader profiles. Data from 56 third- and fifth-grade students were collected to investigate the applicability, scope, and convergent validity of a reader profiling scheme based on Alexander's (2005) reader profile framework and then compared with results from a hierarchical cluster analysis and a Bayesian cluster analysis. The reader profiling methodology used identified examples of all six of Alexander's reader profiles at each grade level, along with an additional hypothesized profile, the interest-reliant reader. The reader profiles related as expected to reading outcomes on a researcher-designed comprehension measure and a standardized comprehension assessment, with a few exceptions, and explained variance in those outcome measures better than the use of cluster analysis, except for the third-grade standardized scores. Finally, interesting differences emerged in the proportions of elementary students assigned to each profile across the grade levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01