Heterogeneity in Reading Achievement and Mindset of Readers with Reading Difficulties

Autor/inn/en	Gesel, Samantha A.; Donegan, Rachel E.; Heo, Jungyeong; Petscher, Yaacov; Wanzek, Jeanne; Al Otaiba, Stephanie; Lemons, Christopher J.
Titel	Heterogeneity in Reading Achievement and Mindset of Readers with Reading Difficulties
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 1, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gesel, Samantha A.) ORCID (Donegan, Rachel E.) ORCID (Heo, Jungyeong) ORCID (Petscher, Yaacov) ORCID (Al Otaiba, Stephanie) ORCID (Lemons, Christopher J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10296-0
Schlagwörter	Reading Achievement; Reading Attitudes; Reading Difficulties; World Views; Grade 4; Elementary School Students; Student Attitudes; Factor Analysis; Factor Structure + Suchen Sie Ihr Suchwort? Leseleistung; Reading behavior; Rading behaviour; Leseverhalten; Reading difficulty; Leseschwierigkeit; World view; Weltanschauung; School year 04; 4. Schuljahr; Schuljahr 04; Schülerverhalten; Faktorenanalyse; Faktorenstruktur
Abstract	Recent research has focused on evaluating the relation between mindset and reading achievement. We used exploratory factor mixture models (E-FMMs) to examine the heterogeneity in reading achievement and mindset of 650 fourth graders with reading difficulties. To build E-FMMs, we conducted confirmatory factor analyses to examine the factor structure of scores of (a) mindset, (b) reading, and (c) mindset/reading combined. Our results indicated (a) a 2-factor model for mindset ("General Mindset vs. Reading Mindset"), (b) a 2-factor model for reading ("Word Reading vs. Comprehension"; four covariances), and (c) a combined model with significant correlations across mindset and reading factors. We ran E-FMMs on the combined model. Overall, we found three classes of students. We situate these results within the existing literature and discuss implications for practice and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01