Exploring reading profiles of rural school students

IF 2.1 3区教育学 Q1 EDUCATION, SPECIAL

Annals of Dyslexia Pub Date : 2023-01-11 DOI:10.1007/s11881-022-00276-y

Johny Daniel, Amy Barth

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Abstract

This study investigates the reading profiles of rural Grade 5 and 6 students (N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students’ reading profiles and evaluate if performance on cognitive measures predicted membership in particular profiles. Data were analyzed using latent profile analysis. Latent profile analysis showed four distinct reading profiles in our sample: students with severe reading disabilities (< 2%), students at high risk of reading disability (14%), students at some-risk of reading disability (46%), and students who are typical readers (38%). Lower performance on cognitive measures was associated with group membership in the severe reading profile group compared to the group of students at some-risk of reading failure. In contrast, higher performance on cognitive measures was associated with group membership in the typical reader group compared to students at some-risk of reading failure. In keeping with the findings from past studies documenting reader profiles, we found heterogeneity in the reading profiles of rural upper-elementary grade students. We discuss the need for multicomponent interventions that target all areas of reading with some flexibility in the dosage of each reading component dependent on the reader profiles established prior to intervention.

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农村学校学生阅读档案探究

本研究调查了农村五、六年级学生（N = 262），这是一个英语学习者比例较高的样本。我们进行了一系列阅读和认知评估，对学生的阅读档案进行分类，并评估认知测量的表现是否预测了特定档案的成员资格。使用潜在剖面分析对数据进行分析。潜在档案分析显示，在我们的样本中有四种不同的阅读档案：有严重阅读障碍的学生（<； 2%）、阅读障碍高风险学生（14%）、阅读残疾有一定风险的学生（46%）和典型读者学生（38%）。与有一定阅读失败风险的学生组相比，重度阅读组的认知测量成绩较低与组成员身份有关。相比之下，与有一定阅读失败风险的学生相比，在典型读者群体中，认知测量方面的较高表现与群体成员身份有关。与以往记录读者档案的研究结果一致，我们发现农村高年级学生的阅读档案存在异质性。我们讨论了针对所有阅读领域的多成分干预的必要性，根据干预前建立的读者档案，每个阅读成分的剂量都有一定的灵活性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Annals of Dyslexia Multiple-

CiteScore

4.90

自引率

8.70%

发文量

期刊介绍： Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.