Department of Psychology, Univeristy of Houston, 3811 Calhoun, Ste. 373, Houston, TX, 77004, USA.
The University of Texas at Austin, Austin, TX, USA.
Ann Dyslexia. 2022 Jul;72(2):276-300. doi: 10.1007/s11881-022-00254-4. Epub 2022 May 24.
Few studies have systematically investigated the reading skill profiles of English learners (ELs) in late elementary school, a critical developmental period for language and literacy and the most common grades for initial identification with specific learning disabilities (O'Connor et al., Learning Disabilities Research & Practice, 28(3), 98-112, 2013). We investigated the reading skill profiles of 331 ELs in 3rd and 4th grades, including ELs with and without risk for dyslexia due to significant deficits in word and pseudo-word reading accuracy and fluency. We utilized latent profile analysis and factor mixture modeling to investigate (1) the nature and distribution of reading skill profiles; (2) whether these profiles were associated with differences in reading comprehension growth across one academic year; and (3) the stability of reading profiles across an academic year. We selected a two-class solution (reading disabled and typically developing) based on model fit indices, theoretical considerations, pattern of results across profile-solutions and time-points, and parameterizations, making the approach stronger and more generalizable. These classes demonstrated clear, consistent differences in performance across reading component skills, with the RD class scoring consistently below the TD class across code-based and meaning-based domains of reading. Across the year, the TD class demonstrated significantly higher patterns of growth in reading comprehension (χ (1) = 206.21, p < 0.001). Class membership was largely stable (97% of participants maintain class membership). These results suggest that ELs with risk for dyslexia demonstrate multiple component skill deficits that may require long-term, comprehensive, intensive interventions to remediate.
鲜有研究系统地调查了小学后期（语言和读写能力发展的关键时期，也是最初确定特定学习障碍的最常见年级）英语学习者（ELs）的阅读技能特征。我们调查了 331 名 3 年级和 4 年级 ELs 的阅读技能特征，包括由于单词和假词阅读准确性和流畅性显著缺陷而有阅读障碍风险的 ELs 和无阅读障碍风险的 ELs。我们利用潜在剖面分析和因子混合建模来调查：（1）阅读技能特征的性质和分布；（2）这些特征是否与阅读理解在一学年内的增长差异有关；（3）阅读特征在一学年内的稳定性。我们基于模型拟合指数、理论考虑、跨特征解决方案和时间点的结果模式以及参数化，选择了两类别解决方案（阅读障碍和典型发展），从而使方法更强且更具通用性。这些类别在阅读成分技能方面表现出明显、一致的差异，RD 类别在基于代码和基于意义的阅读领域的得分始终低于 TD 类别。在整个学年中，TD 类别在阅读理解方面表现出显著更高的增长模式（χ（1）=206.21，p<0.001）。类别成员身份基本稳定（97%的参与者保持类别成员身份）。这些结果表明，有阅读障碍风险的 ELs 表现出多种成分技能缺陷，可能需要长期、全面、集中的干预措施来加以纠正。
