Capin Philip, Cho Eunsoo, Miciak Jeremy, Roberts Greg, Vaughn Sharon
The University of Texas at Austin, USA.
Michigan State University, East Lansing, USA.
Learn Disabil Q. 2021 Aug;44(3):183-196. doi: 10.1177/0731948721989973. Epub 2021 Feb 15.
This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.
本研究调查了阅读理解能力存在显著缺陷的四年级学生在单词阅读和听力理解方面的困难，以及构成这些弱点的认知困难。潜在剖面分析用于根据四年级学生（n = 446）在单词阅读（WR）和听力理解（LC）方面的表现，将在阅读理解测试中得分低于第16百分位的样本分为不同亚组。出现了三种潜在剖面：（a）WR和LC均存在中等程度且严重程度相似的缺陷（91%），（b）WR存在严重缺陷且LC存在中等程度缺陷（5%），以及（c）LC存在严重缺陷且WR存在中等程度困难（4%）。检验认知属性与亚组成员关系的分析表明，在认知预测指标上表现较差的学生更有可能属于严重亚组。讨论了针对阅读困难较大的高年级小学生提高阅读成绩的教育启示。
