Online Archive of University of Virginia Scholarship
Similar but Different: Profiles of Language-minority Early Adolescent Struggling Readers390 views
Author
Simkin, Carrie, Education - Curry School of Education, University of Virginia
Advisors
McKenna, Michael, Curry School of Education, University of Virginia
Invernizzi, Marcia, Curry School of Education, University of Virginia
Abouzeid, Mary, Curry School of Education, University of Virginia
Ryoo, Ji Hoon, Curry School of Education, University of Virginia
Abstract
Language-minority adolescents constitute a growing number of struggling readers in upper elementary, middle and high schools, yet very little is known about their reading profiles. Currently, a handful of researchers have used empirical classification techniques to profile struggling adolescent readers, yet only one has looked specifically at language-minority students. This exploratory study drew on archived, informal reading data of 78 language-minority, early adolescent struggling readers in Grades 4 through 7. Hierarchical cluster analysis revealed four distinct profiles of language-minority, early adolescent struggling readers. Although clusters of readers were defined by their varying knowledge of foundational reading skills, the majority of readers experienced oral reading rates (words per minute) outside expected grade-level performance ranges. The findings support differentiated instructional and intervention support offered to language-minority, early adolescent struggling readers.
Degree
PHD (Doctor of Philosophy)
Language
English
Rights
All rights reserved (no additional license for public reuse)
Simkin, Carrie. Similar but Different: Profiles of Language-minority Early Adolescent Struggling Readers. University of Virginia, Education - Curry School of Education, PHD (Doctor of Philosophy), 2015-04-23, https://doi.org/10.18130/V31557.
