Open AccessExamining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties
Author(s) -
Philip Capin,
Eunsoo Cho,
Jeremy Miciak,
Greg Roberts,
Sharon Vaughn
Publication year - 2021
Publication title -
learning disability quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.994
H-Index - 48
eISSN - 2168-376X
pISSN - 0731-9487
DOI - 10.1177/0731948721989973
Subject(s) - psychology , reading comprehension , cognition , reading (process) , active listening , developmental psychology , comprehension , listening comprehension , percentile rank , cognitive psychology , percentile , linguistics , philosophy , statistics , mathematics , communication , neuroscience
This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.