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Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading: Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading: H.H. Wang and L.Y. Hung

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Title: Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading: Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading: H.H. Wang and L.Y. Hung
Authors: Wang, Hsuan-Hui (AUTHOR), Hung, Li-Yu (AUTHOR)
Source: Annals of Dyslexia. Apr2025, Vol. 75 Issue 1, p149-177. 29p.
Subjects: Cognitive psychology, Reading comprehension, Cognitive analysis, Struggling readers, Teenagers
Abstract: With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening approach was used to classify a sample of 492 seventh- and eighth-graders. Among the subgroup of 225 ASRs, five distinct profiles were identified by latent profile analysis. The results confirmed the following: (a) the heterogeneity of reading difficulties in adolescents; (b) the universal prevalence of vocabulary difficulties across various language systems; and (c) the finding that fluency, rather than word accuracy, presents a more significant challenge at the word level in ASRs. Additionally, academic vocabulary knowledge and content-area knowledge independently predict content-area reading comprehension, even after accounting for general reading comprehension. This implies that preventive and remedial efforts for adolescent reading difficulties should prioritize and tailor crucial components of content-area reading. [ABSTRACT FROM AUTHOR]
Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading: Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading: H.H. Wang and L.Y. Hung
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Hsuan-Hui%22">Wang, Hsuan-Hui</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hung%2C+Li-Yu%22">Hung, Li-Yu</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. Apr2025, Vol. 75 Issue 1, p149-177. 29p.
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  Label: Abstract
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  Data: With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening approach was used to classify a sample of 492 seventh- and eighth-graders. Among the subgroup of 225 ASRs, five distinct profiles were identified by latent profile analysis. The results confirmed the following: (a) the heterogeneity of reading difficulties in adolescents; (b) the universal prevalence of vocabulary difficulties across various language systems; and (c) the finding that fluency, rather than word accuracy, presents a more significant challenge at the word level in ASRs. Additionally, academic vocabulary knowledge and content-area knowledge independently predict content-area reading comprehension, even after accounting for general reading comprehension. This implies that preventive and remedial efforts for adolescent reading difficulties should prioritize and tailor crucial components of content-area reading. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2025
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