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ERIC Number: EJ1414483
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-8438
EISSN: EISSN-1532-799X
Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties
Purpose: This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time. Method: Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs (n = 340; 39% female) into subgroups based on their word reading and vocabulary knowledge. Growth models were then fit within each profile to evaluate reading comprehension performance over time. Results: Analyses revealed four latent profiles emerged: (a) very low word reading and low vocabulary (10%), (b) low word reading and low vocabulary (71%), (c) average word reading and low vocabulary (16%), and (d) high word reading and low vocabulary (3%). Subgroups varied in their reading comprehension initially and over one year. Students in the subgroup marked by very low word reading and low vocabulary showed the lowest reading comprehension performance initially; however, they also showed the greatest growth over one year. Conclusion: These findings suggest that there is heterogeneity in the reading skill profiles of Spanish-speaking EBs with reading comprehension difficulties. They also underscore the prevalence of word reading difficulties among these students. These may be important factors to consider when developing interventions to prevent and remediate these difficulties.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Related Records: ED652138
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Grade 7
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Test of Educational Achievement; Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: P50HD05211707; R305C200016