阅读困难读者在阅读成绩和思维模式上的异质性。
Heterogeneity in Reading Achievement and Mindset of Readers with Reading Difficulties.
作者信息
Gesel Samantha A, Donegan Rachel E, Heo Jungyeong, Petscher Yaacov, Wanzek Jeanne, Otaiba Stephanie Al, Lemons Christopher J
机构信息
Department of Special Education and Child Development, UNC Charlotte.
Department of Special and Early Education, Northern Illinois University.
出版信息
Read Writ. 2023 Jan;36(1):1-28. doi: 10.1007/s11145-022-10296-0. Epub 2022 Apr 23.
Recent research has focused on evaluating the relation between mindset and reading achievement. We used exploratory factor mixture models (E-FMMs) to examine the heterogeneity in reading achievement and mindset of 650 fourth graders with reading difficulties. To build E-FMMs, we conducted confirmatory factor analyses to examine the factor structure of scores of (a) mindset, (b) reading, and (c) mindset/reading combined. Our results indicated (a) a 2-factor model for mindset ( vs. ), (b) a 2-factor model for reading ( vs. ; four covariances), and (c) a combined model with significant correlations across mindset and reading factors. We ran E-FMMs on the combined model. Overall, we found three classes of students. We situate these results within the existing literature and discuss implications for practice and research.
近期的研究聚焦于评估思维模式与阅读成绩之间的关系。我们使用探索性因素混合模型（E-FMMs）来检验650名有阅读困难的四年级学生在阅读成绩和思维模式方面的异质性。为构建E-FMMs，我们进行了验证性因素分析，以检验以下各项得分的因素结构：（a）思维模式、（b）阅读以及（c）思维模式/阅读综合得分。我们的结果表明：（a）思维模式的双因素模型（与……相对），（b）阅读的双因素模型（与……相对；四个协方差），以及（c）一个思维模式和阅读因素之间存在显著相关性的综合模型。我们在综合模型上运行了E-FMMs。总体而言，我们发现了三类学生。我们将这些结果置于现有文献中，并讨论其对实践和研究的启示。
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