Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties

Capin, Philip; Gillam, Sandra Laing; Fall, Anna-Mária; Roberts, Gregory J; Dille, Jordan T.; Gillam, Ronald B.

doi:10.1007/s11881-022-00255-3

Cited by 9 publications

(6 citation statements)

References 94 publications

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“…A better understanding of academic, cognitive, and behavioral profiles of students with RD can enhance the alignment of instructional components to learning needs and support the decision-making process to better predict for whom, and under what conditions, an adequate response to instruction occurs (e.g., Hoover & Tunmer, 2018). This alignment of instruction to the learner (i.e., for whom and under what conditions) is supported through research on decoding, fluency, and reading comprehension outcomes (e.g., Capin et al, 2022; Connor, Morrison, & Katch, 2004; Connor, Morrison, & Petrella, 2004; Connor et al, 2007; McMaster et al, 2012; Szadokierski et al, 2017). In Connor, Morrison, and Katch (2004) and Connor et al (2006), the authors found that for students with lower initial decoding skills, more instructional time spent on explicit instruction in decoding (rather than meaning-based instruction) led to larger decoding skills gains, as compared to students with higher pretest decoding skills who made larger decoding skills gains with more instructional time spent on meaning-based instruction (rather than explicit instruction in decoding).…”

Section: Latent Profiles Of Students With Rdsmentioning

confidence: 98%

“…To further support the alignment of instructional components to learner needs, there is also promise in exploring students with RDs profile of academic, cognitive, and behavioral characteristics, and how these characteristics are associated with response to instruction (Capin et al, 2021(Capin et al, , 2022Cho et al, 2015;Miciak et al, 2014;Morris et al, 1998). Similar to studies using only reading pretest scores (e.g., Connor et al, 2007;McMaster et al, 2012;Szadokierski et al, 2017), if for example, a given academic, cognitive, and behavioral profile(s) is found to adequately respond to instruction, such findings can be used to support the efficacy of a given intervention for a sample of students under the given condition.…”

Section: Latent Profiles Of Students With Rdsmentioning

confidence: 99%

“…A similar pattern was found for fluency (Szadokierski et al, 2017) and reading comprehension (Connor, Morrison, & Katch, 2004; McMaster et al, 2012), where posttest scores varied based on the interaction between student pretest scores and the instruction received. Overall, there are promising implications for research and practice when the alignment of instruction to the learner is considered (e.g., Burns et al, 2018; Capin et al, 2022; Connor et al, 2007; McMaster et al, 2012; Szadokierski et al, 2017).…”

Section: Latent Profiles Of Students With Rdsmentioning

confidence: 99%

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Latent profiles as predictors of response to instruction for students with reading difficulties.

Kulesz,

Roberts,

Francis

et al. 2024

Journal of Educational Psychology

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Prior research supports the need for elementary-aged students with reading difficulties (RDs) to receive explicit systematic small-group evidence-based reading instruction. Yet for many students, simply receiving evidence-based reading instruction in a small-group setting is insufficient to reach the progress milestones needed to meet grade-level reading standards. The current study examined whether (a) elementary school students with RD constitute homogeneous or heterogeneous groups when considering their basic language and cognitive skills (using a latent profile analysis) and (b) latent profiles are predictive of response to reading comprehension instruction (using a mixed modeling approach). The sample consisted of 335 students, including students with RD and typical students (n = 57). The results revealed heterogeneity within students with RD-there were two distinct profiles, with one having higher basic language (reading fluency and decoding) and cognitive (verbal domain productivity, cognitive flexibility, and working memory) skills and lower attention skills and the other having stronger attention skills and lower basic language and cognitive skills. The findings also suggested that latent profiles were predictive of response to reading comprehension instruction. Our results provide a convincing argument for leading the field in the direction of developing customized interventions. It is conceivable, but remains to be further examined, that researchers and educators could potentially improve reading outcomes through providing a customized reading intervention to a student based on their cognitive-language profile. Educational Impact and Implications StatementAlthough there are a few studies that previously classified students with reading difficulties into latent profiles using broadly conceptualized language and reading skills, there are no studies that simultaneously used cognitive-language skills, including attention, to examine heterogeneity among elementary school students with reading difficulties. Furthermore, there are no studies that investigated latent profiles as predictors of the response to instruction. In this study, we identified two distinct profiles, with one having higher basic language and cognitive skills and lower attention skills and the other having stronger attention skills and lower basic language and cognitive skills. The results suggested that latent profiles were predictive of response to reading instruction. Our findings expand what is known about customized interventions-it is conceivable that researchers and educators who consider the cognitive-language profiles of students may provide more responsive instruction and bring about improved student outcomes.

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Section: Latent Profiles Of Students With Rdsmentioning

confidence: 98%

Section: Latent Profiles Of Students With Rdsmentioning

confidence: 99%

Section: Latent Profiles Of Students With Rdsmentioning

confidence: 99%

See 1 more Smart Citation

Latent profiles as predictors of response to instruction for students with reading difficulties.

Kulesz,

Roberts,

Francis

et al. 2024

Journal of Educational Psychology

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“…Dyslexia is diagnosed by tests that include reading and writing assessments, among other evaluations, and are standardized by experts on a large number of subjects [10,11]. The advancement of technology has made the digitalization of these tests possible, and it has also contributed to the objectivity of the testing as certain quantifiable metrics can be obtained from digitalized dyslexia tests [12][13][14].…”

Section: Related Workmentioning

confidence: 99%

Spatiotemporal Eye-Tracking Feature Set for Improved Recognition of Dyslexic Reading Patterns in Children

Vajs

Ković

Papić

et al. 2022

Sensors

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Considering the detrimental effects of dyslexia on academic performance and its common occurrence, developing tools for dyslexia detection, monitoring, and treatment poses a task of significant priority. The research performed in this paper was focused on detecting and analyzing dyslexic tendencies in Serbian children based on eye-tracking measures. The group of 30 children (ages 7–13, 15 dyslexic and 15 non-dyslexic) read 13 different text segments on 13 different color configurations. For each text segment, the corresponding eye-tracking trail was recorded and then processed offline and represented by nine conventional features and five newly proposed features. The features were used for dyslexia recognition using several machine learning algorithms: logistic regression, support vector machine, k-nearest neighbor, and random forest. The highest accuracy of 94% was achieved using all the implemented features and leave-one-out subject cross-validation. Afterwards, the most important features for dyslexia detection (representing the complexity of fixation gaze) were used in a statistical analysis of the individual color effects on dyslexic tendencies within the dyslexic group. The statistical analysis has shown that the influence of color has high inter-subject variability. This paper is the first to introduce features that provide clear separability between a dyslexic and control group in the Serbian language (a language with a shallow orthographic system). Furthermore, the proposed features could be used for diagnosing and tracking dyslexia as biomarkers for objective quantification.

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“…Tong, Deng, and Tong (2022) study revealed that weakness in syntactic awareness in led to poor comprehension among Chinese learners either in their first language or in English second language. In investigating reading comprehension difficulties Capin et al (2022) reached the conclusion that word reading difficulties in grades 1-4 was the main reason. While Hall et al (2020) mentioned that inference is the main reason that led to reading comprehension difficulties among 6 th and 7 th grade students and inference instruction led to higher performance among 39 participants.…”

Section: Reading Comprehension Difficultiesmentioning

confidence: 99%

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

El-Esery

2023

5019

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Reading comprehension requires language learners to be active and independent. A literature circle is a reading strategy that asserts different roles for students and promotes independence and active learning. The literature circle strategy was invented mainly for face-to-face learning. The spread of online teaching and learning necessitated the development of new teaching methods and learning strategies. In response, the present study adapted and developed the regular face-to-face literature circles into a virtual form to be known as Virtual Literature Circle (VLC) and maintained online. A sample of EFL (English as a Foreign Language) learners at Qassim University followed the VLCs in reading II during the second semester of the academic year 2022. Strong gains in vocabulary acquisition and reading comprehension have been documented in the present study. Comparisons of the experimental and the control groups in the pre-test study revealed no significant differences before intervention. After a four-month intervention, the two groups conducted the post-test study. Large significant differences appeared in post-testing suggesting the effectiveness of the VLC strategy followed in developing vocabulary acquisition and reading comprehension among EFL learners. The VLCs prove to be effective and suitable for synchronous and asynchronous face-to-screen learning.

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Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties

Cited by 9 publications

References 94 publications

Latent profiles as predictors of response to instruction for students with reading difficulties.

Latent profiles as predictors of response to instruction for students with reading difficulties.

Spatiotemporal Eye-Tracking Feature Set for Improved Recognition of Dyslexic Reading Patterns in Children

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

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