初中阶段基础阅读困难的普遍性和持续性

This study examined patterns of reading strengths and needs in a large sample of middle school students using a state-mandated English language arts (ELA) test, a computer-adaptive reading comprehension measure, and four subtests of word reading and language skills. Latent profile analysis identified eight profiles that primarily reflected global rather than domain-specific patterns. Black and Hispanic students, English learners, and students with disabilities were disproportionately represented in the lower performing profiles. Growth analyses indicated that typical middle school instruction