Adolescent Struggling Readers in Urban Schools: Results of a Latent Class Analysis

Autor/inn/en	Brasseur-Hock, Irma F.; Hock, Michael F.; Kieffer, Michael J.; Biancarosa, Gina; Deshler, Donald D.
Titel	Adolescent Struggling Readers in Urban Schools: Results of a Latent Class Analysis
Quelle	In: Learning and Individual Differences, 21 (2011) 4, S.438-452 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.01.008
Schlagwörter	Urban Schools; Adolescents; Reading Difficulties; Reading Skills; Profiles; Reading Comprehension; Grade 9 + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Charakterisierung; Profilanalyse; Leseverstehen; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	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. (Contains 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10