Prevalence and persistence of foundational reading difficulties in middle school

This study examined patterns of reading strengths and needs in a large sample of middle school students using a state-mandated English language arts (ELA) test, a computer-adaptive reading comprehension measure, and four subtests of word reading and language skills. Latent profile analysis identified eight profiles that primarily reflected global rather than domain-specific patterns. Black and Hispanic students, English learners, and students with disabilities were disproportionately represented in the lower performing profiles. Growth analyses indicated that typical middle school instruction did not provide the acceleration required for most profiles to reach proficiency in ELA standards by the end of eighth grade. Findings highlight the prevalence of foundational reading needs spanning word reading and language comprehension in adolescence and underscore the need for diagnostic assessment and multicomponent instruction in the middle grades.