School of Education, University of California, Davis, 1 Shields Ave., Davis 95616, CA, United States.
Children's Learning Institute, University of Texas Health Science Center Houston, 7000 Fannin, UCT 2443, Houston 77030, TX, United States.
J Sch Psychol. 2018 Aug;69:111-126. doi: 10.1016/j.jsp.2018.05.009. Epub 2018 May 30.
This study identified distinct, homogeneous latent profiles of at-risk (n = 141) and not at-risk (n = 149) first grade readers. Separate latent profile analyses were conducted with each subgroup using measures of phonological awareness, decoding, linguistic comprehension, and oral reading fluency. This study also examined which measures best differentiated the latent profiles. Finally, we examined differences on two measures of reading comprehension as a function of profile membership. Results showed two latent profiles of at-risk students and three latent profiles of not at-risk students. Latent profiles were generally rank ordered with regard to achievement across measures. However, the higher performing at-risk profile and the lowest performing not at-risk profile were nearly identical across measures. Phonological awareness and decoding measures were best at differentiating latent profiles, but linguistic comprehension was also important for the lowest performing students. Oral reading fluency was limited to distinguishing the highest achieving students from the other profiles, and did not perform well with the lower achieving profiles. Most of the pairwise comparisons of reading comprehension scores were consistent across measures, but the nearly identical profiles showed a significant difference on only one reading comprehension measure. Implications for identifying at-risk first grade readers and designing targeted early reading interventions for at-risk students are discussed.
本研究确定了有风险（n=141）和无风险（n=149）一年级阅读者的不同、同质的潜在特征。使用语音意识、解码、语言理解和口语阅读流畅性的测量方法，分别对每个亚组进行了潜在特征分析。本研究还探讨了哪些措施能最好地区分潜在特征。最后，我们研究了作为特征成员身份的功能，在阅读理解的两个衡量标准上的差异。结果显示，有风险的学生有两个潜在特征，无风险的学生有三个潜在特征。潜在特征通常在跨测量的成绩上进行排序。然而，表现最好的高风险特征和表现最差的无风险特征在各测量标准上几乎相同。语音意识和解码措施最能区分潜在特征，但语言理解对表现最差的学生也很重要。口语阅读流畅性仅限于区分表现最好的学生与其他特征，并且在表现较差的特征上表现不佳。阅读理解得分的大多数两两比较在各测量标准上是一致的，但几乎相同的特征在只有一项阅读理解测量标准上显示出显著差异。讨论了识别有风险的一年级阅读者以及为有风险的学生设计有针对性的早期阅读干预措施的意义。
