Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties
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| Title: | Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties |
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| Language: | English |
| Authors: | Philip Capin (ORCID |
| Source: | Grantee Submission. 2024 28(2):190-213. |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) Institute of Education Sciences (ED) |
| Contract Number: | P50HD05211707 R305C200016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 7 |
| Descriptors: | Profiles, Reading Comprehension, Reading Difficulties, Middle School Students, Reading Instruction, Bilingualism, Grade 6, Grade 7, Hispanic American Students, Vocabulary Skills, Achievement Gains, Classification, English (Second Language), Spanish Speaking, Goodness of Fit, Models, Reading Achievement, Intervention, Achievement Tests, Reading Tests, Language Proficiency, Second Language Learning, Surveys, Limited English Speaking |
| Assessment and Survey Identifiers: | Kaufman Test of Educational Achievement, Gates MacGinitie Reading Tests, Woodcock Johnson Tests of Achievement, Woodcock Munoz Language Survey |
| DOI: | 10.1080/10888438.2023.2254871 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED652138 |
| Database: | ERIC |
| Abstract: | 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. |
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| DOI: | 10.1080/10888438.2023.2254871 |
