Vargas Isabel, Daucourt Mia C, Hall Colby, Hart Sara A, Solari Emily J
School of Education and Human Development, University of Virginia.
Department of Psychology, Florida State University.
Read Writ. 2024 Oct;37(8):1931-1953. doi: 10.1007/s11145-023-10452-0. Epub 2023 May 28.
This study examined the heterogeneity of early literacy profiles of English learners and non-English learners. Utilizing a latent profile analysis, the degree to which distinct learner profiles emerged was examined using code-based and language-based measures administered in the beginning of first grade. Participants included 11,803 English learners and 34,129 non-English learners. Three early literacy profiles emerged for English learners while four profiles emerged for non-English learners. Both sets of profiles can be identified based on the severity of students' difficulties with component skills rather than the specificity of their difficulties. Resulting profiles in both samples were then utilized to predict performance on a measure of broad reading comprehension administered at the end of first and second grade. Results indicated that the profile that was associated with the greatest success on the later measures of reading comprehension for both samples included the strongest performance on measures of both code-related and language-related skills. Results highlight the heterogeneity of early literacy skills within the English learner and non-English learner populations and demonstrate the importance of designing instruction that addresses the severity of a student's skill deficit.
本研究考察了英语学习者和非英语学习者早期读写能力概况的异质性。利用潜在概况分析，通过一年级开始时实施的基于代码和基于语言的测量方法，考察了不同学习者概况出现的程度。参与者包括11803名英语学习者和34129名非英语学习者。英语学习者出现了三种早期读写能力概况，而非英语学习者出现了四种概况。两组概况都可以根据学生在组成技能方面困难的严重程度来确定，而不是根据其困难的特殊性。然后，利用两个样本的所得概况来预测一年级末和二年级末进行的一项广泛阅读理解测量的表现。结果表明，两个样本中与后期阅读理解测量中最大成功相关的概况包括在与代码相关和与语言相关技能测量中最强的表现。结果突出了英语学习者和非英语学习者群体中早期读写能力的异质性，并证明了设计针对学生技能缺陷严重程度的教学的重要性。
