Gesel SA, Donegan RE, Heo J, Petscher Y, Wanzek J, Otaiba SA, Lemons CJ. Heterogeneity in Reading Achievement and Mindset of Readers with Reading Difficulties.
READING AND WRITING 2023;
36:1-28. [PMID:
37006712 PMCID:
PMC10065477 DOI:
10.1007/s11145-022-10296-0]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/26/2022] [Indexed: 06/19/2023]
Abstract
Recent research has focused on evaluating the relation between mindset and reading achievement. We used exploratory factor mixture models (E-FMMs) to examine the heterogeneity in reading achievement and mindset of 650 fourth graders with reading difficulties. To build E-FMMs, we conducted confirmatory factor analyses to examine the factor structure of scores of (a) mindset, (b) reading, and (c) mindset/reading combined. Our results indicated (a) a 2-factor model for mindset (General Mindset vs. Reading Mindset), (b) a 2-factor model for reading (Word Reading vs. Comprehension; four covariances), and (c) a combined model with significant correlations across mindset and reading factors. We ran E-FMMs on the combined model. Overall, we found three classes of students. We situate these results within the existing literature and discuss implications for practice and research.
Collapse