What Is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools?

Autor/inn/en	Hock, Michael F.; Brasseur, Irma F.; Deshler, Donald D.; Catts, Hugh W.; Marquis, Janet G.; Mark, Caroline A.; Stribling, Jean Wu
Titel	What Is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools?
Quelle	In: Learning Disability Quarterly, 32 (2009) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Urban Schools; Reading Difficulties; Learning Disabilities; Profiles; Reading Skills; Language Skills; Adolescents; Reading Fluency; Word Recognition; Vocabulary; Reading Comprehension; Grade 8; Grade 9; Middle School Students; Junior High School Students; Gray Oral Reading Test; Peabody Picture Vocabulary Test; Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Charakterisierung; Profilanalyse; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Worterkennung; Wortschatz; Leseverstehen; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Junior High Schools; Sekundarstufe I
Abstract	The purpose of this descriptive study was to examine the component reading skills of adolescent struggling readers attending urban high schools. Specifically, 11 measures of reading skills were administered to 345 adolescent readers to gain a research-based perspective on the reading skill profile of this population. Participants were assessed in the domains of word level, fluency, vocabulary, and comprehension. Analysis of the results found that 61% of the struggling adolescent readers had significant deficits in all of the reading components listed above. Subgroups of struggling readers showed similar but more severe patterns. For example, students with learning disabilities scored significantly below the levels of the struggling reader group at large. In contrast, most proficient readers scored high on all measures of reading with above-average component reading skills in word level, vocabulary, and comprehension. The lowest skill area for the proficient reader group was fluency, where they scored at the average level. Implications for policy and instructional programming are discussed. (Contains 1 figure and 6 tables.) (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10