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.

引用

页码：3 / 21

页数：19

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