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Exploring reading profiles of rural school students.

Johny Daniel1, Amy Barth2

  • 1School of Education, Durham University, Leazes Rd, Durham, DH1 1TA, UK. Johny.r.daniel@durham.ac.uk.

Annals of Dyslexia
|January 11, 2023
PubMed
Summary

This study identified four reading profiles in rural upper-elementary students, including typical readers and those at various risks for reading disability. Cognitive performance differentiated these reading profiles, informing targeted interventions.

Keywords:
CognitionLatent profileReading disabilitiesReading profileRural

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Reading difficulties are prevalent in upper-elementary students, particularly English language learners in rural areas.
  • Understanding diverse reading profiles is crucial for effective educational support.
  • Previous research indicates heterogeneity in student reading abilities.

Purpose of the Study:

  • To identify distinct reading profiles among rural Grade 5 and 6 students.
  • To examine the relationship between cognitive measures and reading profile membership.
  • To inform the development of targeted reading interventions.

Main Methods:

  • Latent profile analysis was used to classify students into distinct reading groups.
  • A battery of reading and cognitive assessments was administered to 262 students.
  • Statistical analysis evaluated the predictive power of cognitive performance on profile membership.

Main Results:

  • Four reading profiles emerged: severe reading disability (2%), high-risk (14%), some-risk (46%), and typical readers (38%).
  • Lower cognitive performance was associated with severe reading disability compared to some-risk.
  • Higher cognitive performance predicted typical reader status compared to some-risk.

Conclusions:

  • Significant heterogeneity exists in the reading profiles of rural upper-elementary students.
  • Cognitive abilities are key differentiators between reading profiles.
  • Multicomponent reading interventions, tailored to individual profiles, are recommended.