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Shades of Struggle: Heterogeneity among Urban Adolescent Struggling Comprehenders

Shades of Struggle: Heterogeneity among Urban Adolescent Struggling Comprehenders. Michael J. Kieffer Gina Biancarosa Harvard Graduate School of Education Stanford University Joanna A. Christodoulou Jeannette Mancilla-Martinez

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Shades of Struggle: Heterogeneity among Urban Adolescent Struggling Comprehenders

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  1. Shades of Struggle: Heterogeneity among Urban Adolescent Struggling Comprehenders Michael J. Kieffer Gina Biancarosa Harvard Graduate School of Education Stanford University Joanna A. Christodoulou Jeannette Mancilla-Martinez Catherine E. Snow Harvard Graduate School of Education

  2. Why should teachers care about heterogeneity? • Adolescent readers are over-tested, but under-diagnosed • Identifying sources of difficulties tells teachers what to teach, not just who to teach Free powerpoint template: www.brainybetty.com

  3. Why should researchers investigate heterogeneity? • Recent studies do not concur on the prevalence, heterogeneity, or stability of reading difficulties after third grade (Buly & Valencia, 2003; Hock et al., 2007; Leach, Scarborough, & Rescorla, 2003; Lesaux, Lipka, & Siegel, 2006; Share & Silva, 1986; Shaywitz et al., 1992; Wright, Fields, & Newman, 1996) Free powerpoint template: www.brainybetty.com

  4. Research Context • Strategic Education Research Partnership (SERP) pilot site • Mystic School: Urban K-8 school in the Northeast U.S. • 90.7% Latino • 91% Low income • 78.7% Language Minority • 45.9% Limited English Proficient • 8.4% Special Ed • Population raises questions about language minority learners and urban context Free powerpoint template: www.brainybetty.com

  5. Study Aims • Explore the diversity and prevalence of instructional profiles among struggling comprehenders in grades 5-8 in a predominately Latino urban school • Investigate to what extent profiles change over time Free powerpoint template: www.brainybetty.com

  6. Research Design • Assessed all 5th-8th grade students in mainstream instruction Descriptives to add Free powerpoint template: www.brainybetty.com

  7. Research Design • Assessed all 5th-8th grade students in mainstream instruction • Inclusion in Struggling Comprehenders sample: • < 35th percentile rank in reading comprehension on national norms Descriptives to add Free powerpoint template: www.brainybetty.com

  8. Research Design • Assessed all 5th-8th grade students in mainstream instruction • Inclusion in Struggling Comprehenders sample: • < 35th percentile rank in reading comprehension on national norms Descriptives to add Free powerpoint template: www.brainybetty.com

  9. Measures • Group Reading Assessment and Diagnostic Evaluation (GRADE) • Reading Comprehension (Passage & Sentence Comprehension) • Reading Vocabulary • Listening Comprehension • Test of Word Reading Efficiency (TOWRE) • Sight Word Reading Efficiency • Phonemic Decoding Efficiency • Dynamic Indicators of Basic Early Literacy Skills – Oral Reading Fluency (DIBELS) • Narrative & Expository Passage Fluency • Narrative & Expository Passage Accuracy Free powerpoint template: www.brainybetty.com

  10. Latent Class Analysis • Literacy measures modeled as continuous indicators of profile • Some measures allowed to correlate within class • BLRT & BIC used to determine # of classes (Nylund, Asparouhov, & Muthén, 2006) Reader Profile (c) DIBELs Narrative Accuracy DIBELs Narrative Rate DIBELs Expository Accuracy DIBELs Expository Rate TOWRE Sight Word Efficiency TOWRE Phonemic Efficiency Vocabulary Listening Comp Free powerpoint template: www.brainybetty.com

  11. Year 1: Automatic Word Callers Free powerpoint template: www.brainybetty.com

  12. Year 1: Fast Word Callers Free powerpoint template: www.brainybetty.com

  13. Year 1: Slow Readers Free powerpoint template: www.brainybetty.com

  14. Year 1 Prevalence Free powerpoint template: www.brainybetty.com

  15. Year 1: Trends across Profiles Free powerpoint template: www.brainybetty.com

  16. Year 2: Automatic Word Callers Free powerpoint template: www.brainybetty.com

  17. Year 2: Fast Word Callers Free powerpoint template: www.brainybetty.com

  18. Year 2: Slow Word Callers Free powerpoint template: www.brainybetty.com

  19. Year 2: Potential RD Free powerpoint template: www.brainybetty.com

  20. Year 2 Prevalence Year 2 Year 1 Free powerpoint template: www.brainybetty.com

  21. Robust Finding: Word Callers Year 1 Year 2 Free powerpoint template: www.brainybetty.com

  22. Robust Finding: Common Trends Year 1 Year 2 Free powerpoint template: www.brainybetty.com

  23. Longitudinal Findings (n = 122) Year 2 Year 1 Free powerpoint template: www.brainybetty.com

  24. Longitudinal Findings (n = 122) Year 2 Year 1 Free powerpoint template: www.brainybetty.com

  25. Longitudinal Findings (n = 122) Year 2 Year 1 Free powerpoint template: www.brainybetty.com

  26. Longitudinal Findings (n = 122) Year 2 Year 1 Free powerpoint template: www.brainybetty.com

  27. Longitudinal Findings (n = 122) Year 2 Year 1 Free powerpoint template: www.brainybetty.com

  28. Implications for Researchers • Profiles are dynamic over time • Measurement Error • Cohort Effects • Developmental Effects • Population and context matter • Replication of descriptive work is needed • Multiple measures across time are essential Free powerpoint template: www.brainybetty.com

  29. Implications for Teachers • Very few students need intensive instruction in the code • A minority of students need targeted intervention in fluency • Vocabulary is the most promising leverage point for whole-class instruction Free powerpoint template: www.brainybetty.com

  30. Thank you • The students, faculty, and families of the Mystic School • Claire White • Sarah Meacham • Joshua Lawrence • Jacy Ippolito • Suzanne Donovan • The Spencer Foundation • The William & Flora Hewlett Foundation • Laura Potenski • Beth Faller • Wing Cheung • Paola Ucceli • Kathleen Spencer • Christina Dobbs • Anna Tirovolas • Maja Lang For more information, email michael_kieffer@gse.harvard.edu Free powerpoint template: www.brainybetty.com

  31. Appendices

  32. Do adolescent readers struggle at the: Word level? Comprehension level? Fluency level? More than one? Buly & Valencia, 2003: Majority of students with poor performance had difficulty with fluency and comprehension Leach et al., 2003: Majority of students identified with reading deficits presented with problems in reading comprehension, with 2/3 of these students also showing word level reading difficulties Leach et al., 2003: Almost half of the students identified in 4th and 5th grade were late-emerging poor readers Hock et al., 2007: 63% of struggling readers in 8th &9th grade showed word-level difficulties and comprehension difficulties Variability in Adolescent Literacy Research Free powerpoint template: www.brainybetty.com

  33. Relevance to ELLs in urban schools • Paucity of research (August & Shanahan, 2006) • Heterogeneity and late-emerging difficulties similar to native speakers (Lesaux, Lipka, & Siegel, 2006) • Perhaps more likely to be word callers (Buly & Valencia, 2003) Free powerpoint template: www.brainybetty.com

  34. Latent Class Analysis Latent Categorical Variable for unobserved group membership Reader Profile (c) Observed Continuous Indicators DIBELs Narrative Accuracy DIBELs Narrative Rate DIBELs Expository Accuracy DIBELs Expository Rate TOWRE Sight Word Efficiency TOWRE Phonemic Efficiency Vocabulary Listening Comp Measures allowed to covary within class Free powerpoint template: www.brainybetty.com

  35. Goodness of Fit Stats Free powerpoint template: www.brainybetty.com

  36. Goodness of Fit Stats Free powerpoint template: www.brainybetty.com

  37. Other Struggling Readers • Okay in Reading Comprehension, but struggling with word reading… Free powerpoint template: www.brainybetty.com

  38. Longitudinal Findings by Grade Year 2 (n = 122) Year 1 Free powerpoint template: www.brainybetty.com

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