Kulesz P A, Roberts G J, Francis D J, Cirino P, Walczak M, Vaughn S
Department of Psychology, University of Houston, TX, USA.
Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, TX, USA.
J Educ Psychol. 2024 Apr;116(3):363-376. doi: 10.1037/edu0000832. Epub 2023 Nov 2.
The program code developed by others is appropriately cited in the text and listed in the references section. The raw and processed data on which study conclusions are based are not available. The statistical syntax needed to reproduce analyses in the article is available upon request. The methods section provides references for the materials described therein. We report how we determined our sample size, all data exclusions, all manipulations, and all measures in the study, and we follow APA Style Journal Article Reporting Standards. This study's design, hypotheses, and data analytic plan were not pre-registered. Prior research supports the need for elementary-aged students with reading difficulties (RD) to receive explicit systematic small group evidence-based reading instruction. Yet for many students, simply receiving an evidence-based reading instruction in a small group setting is insufficient to reach the progress milestones needed to meet grade level reading standards. The current study examined whether: (1) elementary school students with RD constitute a homogeneous or heterogeneous groups when considering their basic language and cognitive skills (using a latent profile analysis), and (2) if latent profiles are predictive of response to reading comprehension instruction (using a mixed modeling approach). The sample consisted of 335 students, including students with RD and typical students ( = 57). The results revealed heterogeneity within students with RD - there were two distinct profiles, with one having higher basic language (reading fluency and decoding) and cognitive (verbal domain productivity, cognitive flexibility, working memory) skills and lower attention skills, and the other having stronger attention skills and lower basic language and cognitive skills. The findings also suggested that latent profiles were predictive of response to reading comprehension instruction. Our results provide a convincing argument for leading the field in the direction of developing customized interventions. It is conceivable, but remains to be further examined, that researchers and educators could potentially improve reading outcomes through providing a customized reading intervention to a student based on their cognitive-language profile.
文中适当引用了他人开发的程序代码，并在参考文献部分列出。本研究结论所依据的原始数据和处理后的数据均不可获取。如需文章中再现分析所需的统计语法，可随时提供。方法部分为其中所述材料提供了参考文献。我们报告了我们如何确定样本量、所有数据排除情况、所有操作以及研究中的所有测量方法，并遵循了美国心理学会（APA）风格的期刊文章报告标准。本研究的设计、假设和数据分析计划未进行预注册。先前的研究支持有阅读困难（RD）的小学生需要接受明确、系统的小组循证阅读教学。然而，对于许多学生来说，仅仅在小组环境中接受循证阅读教学不足以达到达到年级阅读标准所需的进步里程碑。本研究调查了：（1）考虑到有阅读困难的小学生的基本语言和认知技能时（使用潜在剖面分析），他们是否构成一个同质或异质群体，以及（2）潜在剖面是否能预测对阅读理解教学的反应（使用混合建模方法）。样本包括335名学生，其中有阅读困难的学生和普通学生（ = 57）。结果显示有阅读困难的学生群体存在异质性——有两种不同的剖面，一种具有较高的基本语言（阅读流畅性和解码）和认知（语言领域生产力、认知灵活性、工作记忆）技能以及较低的注意力技能，另一种具有较强的注意力技能以及较低的基本语言和认知技能。研究结果还表明，潜在剖面能预测对阅读理解教学的反应。我们的结果为引领该领域朝着开发定制干预措施的方向发展提供了有说服力的论据。可以想象，但仍有待进一步研究的是，研究人员和教育工作者有可能通过根据学生的认知语言剖面为其提供定制的阅读干预来提高阅读成绩。
