NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ997073
Record Type: Journal
Publication Date: 2013-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1086-296X
Heterogeneity or Homogeneity: What Assessment Data Reveal about Struggling Adolescent Readers
Dennis, Danielle V.
Journal of Literacy Research, v45 n1 p3-21 Mar 2013
The confluence of No Child Left Behind and the National Reading Panel report on the five essential components of reading instruction forged a path for struggling adolescent readers that supports a narrow curriculum designed to address gaps in constrained skills. Adolescents from a large school district in the state of Tennessee who failed state assessments in reading (N = 94) were assessed using measures of phonemic awareness, decoding, fluency, orthography, vocabulary, and comprehension. Factor and cluster analysis of the assessment data revealed a heterogeneous population of students. Based on three factors (meaning, rate, and word knowledge), four clusters emerged representing varying abilities. (Contains 6 tables.)
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; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001