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Area of Science:

  • Educational Psychology
  • Language and Literacy Studies
  • Developmental Psychology

Background:

  • Significant reading difficulties affect both English learners (ELs) and non-ELs.
  • Early literacy skills like word reading and listening comprehension are crucial for reading development.
  • Understanding differential responses to reading interventions is vital for academic success.

Purpose of the Study:

  • To investigate how initial listening comprehension and word reading influence reading comprehension changes in struggling readers.
  • To compare English learners (ELs) and non-ELs with significant reading difficulties in their response to intensive reading intervention.
  • To identify how pre-intervention skill profiles predict post-intervention reading comprehension outcomes for ELs and non-ELs.

Main Methods:

  • A study involving 400 fourth-grade struggling readers (183 non-ELs, 217 ELs) receiving intensive reading intervention.
  • Measurement of word reading, listening comprehension, and reading comprehension at pretest.
  • Posttest measurement of reading comprehension, analyzed using moderated multiple regression.

Main Results:

  • A significant three-way interaction was found, influencing posttest reading comprehension.
  • ELs with low word reading but higher listening comprehension outperformed non-ELs.
  • Non-ELs outperformed ELs when both word reading and listening comprehension were average to high.

Conclusions:

  • Pre-intervention skill profiles require different interpretations for ELs and non-ELs with reading difficulties.
  • Listening comprehension plays a differential role in reading outcomes for ELs compared to non-ELs.
  • Tailoring reading interventions based on individual skill profiles, especially language background, is essential for improving reading comprehension.