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ERIC Number: EJ1159229
Record Type: Journal
Publication Date: 2017-Dec
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0734-2829
The Prevalence of Reading Fluency and Vocabulary Difficulties among Adolescents Struggling with Reading Comprehension
Clemens, Nathan H.; Simmons, Deborah; Simmons, Leslie E.; Wang, Huan; Kwok, Oi-man
Journal of Psychoeducational Assessment, v35 n8 p785-798 Dec 2017
This study sought to better understand the prevalence of concurrent and specific difficulties in reading fluency and vocabulary among adolescents with low reading comprehension. Latent class analysis (LCA) was used to identify a sample of 180 students in sixth through eighth grades with reading comprehension difficulties. A subsequent LCA identified subgroups of students with common patterns of strengths and weaknesses in reading fluency and vocabulary. Results indicated that more than 96% of the students demonstrated deficits in at least one area, with the largest subgroup exhibiting co-occurring difficulties in fluency and vocabulary. Difficulties in fluency were more common than difficulties in vocabulary. Students with low reading comprehension but adequate scores in reading fluency or vocabulary represented only a very small portion of the sample. Coupled with findings from prior studies, results indicate that large numbers of adolescents with reading comprehension difficulties are likely in need of intervention in foundational skill and knowledge areas, which may not be viewed as instructional priorities among secondary educators.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Gray Oral Reading Test
IES Funded: Yes
Grant or Contract Numbers: R305F100013