Heterogeneity or Homogeneity: What Assessment Data Reveal About Struggling Adolescent Readers

被引：19
|
作者：
Dennis, Danielle V. [1 ]
机构：
[1] Univ S Florida, Tampa, FL 33620 USA
来源：
JOURNAL OF LITERACY RESEARCH | 2013年 / 45卷 / 01期
关键词：
ages; 11-14; assessment; diagnosis; at risk; struggling; exploratory/confirmatory factor analysis; correlation; READING-COMPREHENSION; DISABILITIES; VOCABULARY; STUDENTS; FLUENCY;
D O I：
10.1177/1086296X12468431
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The confluence of No Child Left Behind and the National Reading Panel report on the five essential components of reading instruction forged a path for struggling adolescent readers that supports a narrow curriculum designed to address gaps in constrained skills. Adolescents from a large school district in the state of Tennessee who failed state assessments in reading (N = 94) were assessed using measures of phonemic awareness, decoding, fluency, orthography, vocabulary, and comprehension. Factor and cluster analysis of the assessment data revealed a heterogeneous population of students. Based on three factors (meaning, rate, and word knowledge), four clusters emerged representing varying abilities.
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页码：3 / 21
页数：19
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