Original Article
Literacy profiles of at‐risk young adults enrolled in career and technical education
Abstract
A latent profile analysis of 323 economically and academically at‐risk adolescent and young adult learners yielded two classes: an average literacy class (92%) and a low literacy class (8%). The class profiles significantly differed in their word reading and math skills, and in their processing speeds and self‐reported learning disabilities. The class profiles did not significantly differ in their language comprehension and cognitive processing/working memory abilities. These findings suggest targeted instructional interventions to overcome deficits, leading to overall improvements in literacy and numeracy among this important population.
Citing Literature
Number of times cited: 3
- Kristen H. Perry, Donita M. Shaw, Lyudmyla Ivanyuk and Yuen San Sarah Tham, The “Ofcourseness” of Functional Literacy: Ideologies in Adult Literacy, Journal of Literacy Research, (1086296X1775326), (2018).
- Marian Hickendorff, Peter A. Edelsbrunner, Jake McMullen, Michael Schneider and Kelly Trezise, Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis, Learning and Individual Differences, (2017).
- Henning Fjørtoft, Navigating the boundaries between home, work and school. Teaching values and literacies in VET, International Journal of Educational Research, 10.1016/j.ijer.2017.07.012, 85, (157-166), (2017).
