Wang Hsuan-Hui, Hung Li-Yu
Department of Special Education, National Taiwan Normal University, 162, Section 1Heping E. Rd., Taipei City, 10610, Taiwan.
Ann Dyslexia. 2025 Apr;75(1):149-177. doi: 10.1007/s11881-024-00319-6. Epub 2025 Jan 11.
With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening approach was used to classify a sample of 492 seventh- and eighth-graders. Among the subgroup of 225 ASRs, five distinct profiles were identified by latent profile analysis. The results confirmed the following: (a) the heterogeneity of reading difficulties in adolescents; (b) the universal prevalence of vocabulary difficulties across various language systems; and (c) the finding that fluency, rather than word accuracy, presents a more significant challenge at the word level in ASRs. Additionally, academic vocabulary knowledge and content-area knowledge independently predict content-area reading comprehension, even after accounting for general reading comprehension. This implies that preventive and remedial efforts for adolescent reading difficulties should prioritize and tailor crucial components of content-area reading.
本研究聚焦于学科领域阅读，旨在：（a）了解青少年阅读困难者（ASR）在单词层面技能、词汇和知识方面并发及特定困难的来源和发生率；（b）探究阅读技能、特征与阅读理解之间的关系。采用双重测量筛选方法对492名七年级和八年级学生的样本进行分类。在225名ASR的子组中，通过潜在特征分析确定了五种不同的特征。结果证实了以下几点：（a）青少年阅读困难的异质性；（b）词汇困难在各种语言系统中的普遍存在；（c）发现在ASR中，流畅性而非单词准确性在单词层面构成了更大的挑战。此外，即使在考虑了一般阅读理解之后，学术词汇知识和学科领域知识仍能独立预测学科领域阅读理解。这意味着针对青少年阅读困难的预防和补救措施应优先考虑并量身定制学科领域阅读的关键组成部分。
