Exploring Sources of Reading Comprehension Difficulties among Adolescents in Taiwan: A Latent Profile Analysis with a Focus on Content-Area Reading
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| Title: | Exploring Sources of Reading Comprehension Difficulties among Adolescents in Taiwan: A Latent Profile Analysis with a Focus on Content-Area Reading |
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| Language: | English |
| Authors: | Hsuan-Hui Wang (ORCID |
| Source: | Annals of Dyslexia. 2025 75(1):149-177. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 |
| Descriptors: | Foreign Countries, Content Area Reading, Reading Comprehension, Adolescents, Reading Difficulties, Reading Fluency, Vocabulary, Knowledge Level, Predictor Variables, Grade 7, Grade 8, Reading Skills |
| Geographic Terms: | Taiwan |
| DOI: | 10.1007/s11881-024-00319-6 |
| ISSN: | 0736-9387 1934-7243 |
| Abstract: | With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening approach was used to classify a sample of 492 seventh- and eighth-graders. Among the subgroup of 225 ASRs, five distinct profiles were identified by latent profile analysis. The results confirmed the following: (a) the heterogeneity of reading difficulties in adolescents; (b) the universal prevalence of vocabulary difficulties across various language systems; and (c) the finding that fluency, rather than word accuracy, presents a more significant challenge at the word level in ASRs. Additionally, academic vocabulary knowledge and content-area knowledge independently predict content-area reading comprehension, even after accounting for general reading comprehension. This implies that preventive and remedial efforts for adolescent reading difficulties should prioritize and tailor crucial components of content-area reading. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464984 |
| Database: | ERIC |
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