Modeling Interactions between Multivariate Learner Characteristics and Interventions: A person-centered Approach

Abstract

Demonstrating differential effectiveness of instructional approaches for learners is difficultbecause learners differ on multiple dimensions. The present study tests a person-centeredapproach to investigating differential effectiveness, in this case of reading instruction. In N =517 German third-grade students, latent profile analysis identified four subgroups thatdiffered across multiple characteristics consistent with the simple view of reading: poordecoders, poor comprehenders, poor readers, and good readers. Over a school year, differentinstructional foci showed differential effectiveness for students in these different profiles. Aninstructional focus on vocabulary primarily benefited good readers at the expense of poordecoders and poor comprehenders, while a focus on advanced reading abilities benefittedpoor comprehenders at the expense of poor decoders and good readers. These findings are incontrast to those obtained by multiple regression, which, because they focused on only onelearner characteristic at a time, would have suggested different and potentially misleadingimplications for instruction. Thus, this study provides initial evidence for the advantages of aperson-centered approach to examining differential effectiveness.