Work

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

Year: 2023

Type: article

Abstract: = 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, 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.

Source: Journal of Educational Psychology

DOI: 10.1037/edu0000832

Authors: Paulina A. Kulesz, Garrett J. Roberts, David J. Francis, Paul Cirino, Martin Walczak, Sharon Vaughn

Institutions: University of Houston, University of Denver, The University of Texas at Austin

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid