Clusters of second and third grade dysfluent urban readers

Abstract

This study examined the heterogeneity within a sample of 140 urban second and third graders identified as at-risk for reading failure due to inefficient word and/or nonword reading. Cluster analyses were conducted using standardized factor scores from a four-factor structural equation model characterizing reading performance in this sample. These standardized factor scores represented performance on four distinct factors: efficiency of word-level skills, text level skills, decoding, and vocabulary. Results identified four clusters of children who show distinctive patterns of performance on the four factors of reading. These understudied groups show different compositions along demographic categories and reading disability categories. Additionally, they have unique instructional needs that call for differentiated instruction in the domains of phonological decoding, fluency, text reading, and vocabulary.

Examining the Construct of Reading among Dysfluent Urban Children: A Factor Analysis Approach

“…According to Lovett, accuracy is developed first via the application of phonological decoding skills and the use of context, and fluency of word reading develops second. Furthermore, in a previous study (Pierce, Katzir, Wolf, & Noam, 2007), our findings showed that a large proportion of this urban, dysfluent sample demonstrated untimed decoding scores (Word Attack) in the average range, offering further evidence that timing and word-level decoding emerge separately in this population. Future research will need to examine which instructional methods are most effective at promoting efficiency of word identification (see Wolf, Miller, & Donnelly, 2000).…”

The RAVE‐O Intervention: Connecting Neuroscience to the Classroom

“…In addition, we are working to understand the potential of RAVE‐O to address the multiple issues of children with comorbid reading and social‐emotional challenges. Toward these ends, we (Pierce, Katzir, Noam, & Wolf, 2007) are studying RAVE‐O along with a resiliency program (Noam, Winner, Rhein, & Molad, 1996) in an after‐school setting with this population. Furthermore, future analyses will focus on differential treatment outcomes for subtypes of impaired readers.…”

The relations among L1 (Spanish) literacy skills, L2 (English) language, L2 text reading fluency, and L2 reading comprehension for Spanish-speaking ELL first grade students

“…While word reading and oral language comprehension are two necessary components for successful reading comprehension as hypothesized by the simple view of reading 1 (Catts, Hogan, & Adlof, 2005;Hoover & Gough, 1990;Kirby & Savage, 2008), achieving automaticity in word reading is an essential requirement for reading comprehension (Adams, 1990;Chall, 1996;Fuchs, Fuchs, Hosp, & Jenkins, 2001;Perfetti, 1985Perfetti, , 1992Stanovich, 1980). It has been shown that word decoding accuracy and efficiency are two separate constructs for low-performing second and third grade students (Pierce, Katzir, Wolf, & Noam, 2007). As individuals have a limited amount of attentional resources available for any given cognitive tasks, the greater the amount of attention paid to word decoding, the less is available for meaning construction.…”