Reading skill profiles of dysfluent readers in grades 2 and 3
Journal of School Psychology, ISSN: 0022-4405, Vol: 106, Page: 101356
2024
- 7Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Captures7
- Readers7
Article Description
Text reading fluency (TRF) is a common reading intervention target in second and third grade. TRF requires the integration of several skills that result in several pathways to dysfluent reading. However, when applying the drill-down approach to intervention targeting, practitioners are guided to consider students' rate and accuracy when reading connected text after ruling out decoding difficulties. A question remains whether students' reading rate and accuracy alone is sensitive to differences in the underlying skills that promote TRF. We used latent profile analysis to investigate whether different profiles of component reading skills could be identified among second- ( n = 127) and third-grade ( n = 170) students who were referred for an intervention targeting TRF. Most students were identified as white (56%) and students were predominately English speakers (87%). At the beginning of the intervention, we measured participants' skills in listening comprehension, reading comprehension, reading vocabulary, word reading efficiency, and decoding efficiency. Four profiles emerged in both grades with similar patterns in terms of the component skills influencing TRF. Students in two of the profiles demonstrated relative strengths in word reading or reading comprehension with their other skills near the sample average. A third profile approximated the sample average across all component skills whereas the fourth profile was below the sample average in all measured skills. However, some of the empirically derived profiles did not differ in terms of students' average reading rate. For example, the average words read correct per minute did not significantly differ between students with relative strengths in comprehension and students with relative strengths with word reading. Our results suggest that differences in students' text reading rate and accuracy may not always capture potentially relevant differences in the skills that influence TRF.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0022440524000761; http://dx.doi.org/10.1016/j.jsp.2024.101356; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85201611601&origin=inward; http://www.ncbi.nlm.nih.gov/pubmed/39251316; https://linkinghub.elsevier.com/retrieve/pii/S0022440524000761
Elsevier BV
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