Cirino Paul T, Romain Melissa A, Barth Amy E, Tolar Tammy D, Fletcher Jack M, Vaughn Sharon
Department of Psychology, University of Houston, 4800 Calhoun St., Houston, TX 77204-5053, USA; Texas Institute for Measurement, Evaluation, and Statistics (TIMES), Houston, TX, USA.
Read Writ. 2013 Aug;26(7):1059-1086. doi: 10.1007/s11145-012-9406-3.
This study investigated how measures of decoding, fluency, and comprehension in middle school students overlap with one another, whether the pattern of overlap differs between struggling and typical readers, and the relative frequency of different types of reading difficulties. The 1,748 sixth, seventh, and eighth grade students were oversampled for struggling readers (n = 1,025) on the basis of the state reading comprehension proficiency measure. Multigroup confirmatory factor analyses showed partial invariance among struggling and typical readers (with differential loadings for fluency and for comprehension), and strict invariance for decoding and a combined fluency/comprehension factor. Among these struggling readers, most (85 %) also had weaknesses on nationally standardized measures, particularly in comprehension; however, most of these also had difficulties in decoding or fluency. These results show that the number of students with a specific comprehension problem is lower than recent consensus reports estimate and that the relation of different reading components varies according to struggling versus proficient readers.
本研究调查了中学生的解码、流畅性和阅读理解能力之间的重叠程度，阅读困难学生与普通读者的重叠模式是否不同，以及不同类型阅读困难的相对频率。根据州阅读理解能力测评，对1748名六、七、八年级学生进行了抽样，其中阅读困难学生超样本量为1025名。多组验证性因素分析表明，阅读困难学生与普通读者之间存在部分不变性（流畅性和阅读理解的负荷不同），解码以及流畅性/阅读理解综合因素具有严格不变性。在这些阅读困难学生中，大多数（85%）在全国标准化测评中也存在不足，尤其是在阅读理解方面；然而，其中大多数在解码或流畅性方面也有困难。这些结果表明，存在特定阅读理解问题的学生数量低于近期共识报告的估计，并且不同阅读成分之间的关系因阅读困难学生和熟练读者而异。
