The identification and classification of struggling readers based on the simple view of reading

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2022-06-29 DOI:10.1002/dys.1719
Mike Sleeman, John Everatt, Alison Arrow, Amanda Denston
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引用次数: 3

Abstract

The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplained by the model. This may be due to the type of classification model used. The current research included 209 children in Grades 3–5 (8–10 years of age) from New Zealand. Children were classified using the traditional approach and a cluster analysis. In contrast to the traditional classification model, the cluster analysis approach eliminated the unexplained reading difficulties group, suggesting that poor readers can be accurately assigned to one of three groups, which are consistent with those predicted by the SVR. The second set of analyses compared the three poor reader groups across 14 measures of reading comprehension, decoding, language comprehension, phonological awareness, and rapid naming. All three groups demonstrated reading comprehension difficulties, but the dyslexia group showed particular weaknesses in word processing and phonological areas, the SCD group showed problems deriving meaning from oral language, and the mixed group showed general deficits in most measures. The findings suggest that the SVR does have the potential to determine reading profiles and differential intervention methods.

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基于简单阅读观的困难读者识别与分类
简单阅读观(SVR)预测,阅读困难可能是由解码困难、语言理解困难或这些困难的组合造成的。然而,分类研究已经确定了第四组儿童,他们的阅读困难是该模型无法解释的。这可能是由于所使用的分类模型的类型。目前的研究包括来自新西兰的209名3-5年级(8-10岁)的儿童。采用传统方法和聚类分析对儿童进行分类。与传统的分类模型相比,聚类分析方法消除了无法解释的阅读困难组,表明可以将不良读者准确地划分为三组中的一组,这与SVR预测的结果一致。第二组分析比较了三组阅读能力差的学生在阅读理解、解码、语言理解、语音意识和快速命名等14项指标上的表现。所有三组都表现出阅读理解困难,但失读症组在文字处理和语音方面表现出特别的弱点,SCD组表现出从口语中获取意义的问题,而混合组在大多数方面都表现出普遍的缺陷。研究结果表明,SVR确实具有确定阅读概况和差异干预方法的潜力。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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