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Latent profile analyses of 370 students in the southeastern United States produced three classes, including groups below grade level and those with substantial deficits linked to emotional disturbance and specific learning disability. Findings support an evidence-based MTSS literacy framework and outline instructional implications for English Language Arts within JCF.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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problem does the study focus on in juvenile correctional facilities (JCF)?","Question",{"text":63,"@type":64},"The study focuses on the challenge of providing literacy instruction to a transient JCF student population with a wide range of literacy abilities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the researchers identify student literacy profiles?",{"text":68,"@type":64},"Researchers used latent profile analyses, incorporating reading abilities, language abilities, IQ, disability classification, age, and grade level.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings about literacy groups in long-term JCF?",{"text":72,"@type":64},"Three distinct classes were found, including average abilities, below-average (performing below grade level), and substantially below-average abilities with substantial literacy deficits, which were associated with higher representation of emotional disturbance and specific learning 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Disorders 2024, Vol. 49(3) 160–172  \n© Hammill Institute on Disabilities 2024 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429231225633](DOI: 10.1177/01987429231225633)[ ](DOI: 10.1177/01987429231225633)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nDavid E. Houchins, PhD 1, Richard G. Lambert, PhD2,  \nChristopher Henrich, PhD3, and Joseph Calvin Gagnon, PhD4  \nAbstract  \nA major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in longterm JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 in the southeastern United States, we identified three distinct classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially belowaverage literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.  \nKeywords  \njuvenile justice, continuum of care, multi-tiered systems of support, reading, instruction, disorders/disabilities  \nAnnually, approximately 220,000 youth are adjudicated in juvenile correctional facilities (JCF) in the United States (Hockenberry, 2022). Around 84% of these youth are males (Sickmund et al., 2017) and disproportionally of color (e.g., American Indian, Black, Hispanic) . Previous research has suggested that about half enter JCF performing several grade levels below their nonincarcerated peers (Grigorenko et al., 2015) . Others have indicated that substantial portions of these youth are either illiterate or minimally literate (Steele et al., 2016) with significant deficits in decoding, word reading, and comprehension (Yan & Wilkerson, 2017) .  \nSeveral factors appear to contribute to why youth enter JCF with substantial literacy needs. For example, exclusionary school practices prior to entering JCF are associated with youth literacy deficits, as removal from school restricts access to literacy instruction. Many youths entering JCF have been suspended or expelled from school more frequently than their nonincarcerated peers (Cuellar & Markowitz, 2015) . Similarly, these youth have greater levels of truancy and are more likely to drop out of school than their peers who graduated from high school (Pettit & Western, 2004) . Among the deleterious effects of reduced school time is the exclusion from literacy instruction, which is associated with increased levels of incarceration, recidivism, and poorer literacy outcomes (Church et al., 2014) .  \nPoorer literacy outcomes also have been associated with individual youth characteristics, such as intelligence  \nquotient (IQ), disability status, language abilities, and behavioral health diagnoses (Pyle et al., 2016) . Youth in JCF often demonstrate lower cognitive abilities compared with their nonincarcerated peers as measured by IQ tests (Krezmien et al., 2013). Cottle et al. (2001) found that youth in JCF have lower full-scale and verbal IQ scores. Given IQ is a strong predictor of reading performance (Swanson & Jerman, 2007), accounting for IQ as it relates to reading outcomes of youth in JCF is especially important.  \nHaving a specific learning disabil","cbCaiisFCGUG8apq","https://ap.wps.com/l/cbCaiisFCGUG8apq","pdf",614550,13,"English","# Abstract\n## Purpose and research questions\n## Method and participants\n## Findings: literacy profile classes\n## Implications for MTSS and English Language Arts","[{\"question\":\"What problem does the study focus on in juvenile correctional facilities (JCF)?\",\"answer\":\"The study focuses on the challenge of providing literacy instruction to a transient JCF student population with a wide range of literacy abilities.\"},{\"question\":\"How did the researchers identify student literacy profiles?\",\"answer\":\"Researchers used latent profile analyses, incorporating reading abilities, language abilities, IQ, disability classification, age, and grade level.\"},{\"question\":\"What were the main findings about literacy groups in long-term JCF?\",\"answer\":\"Three distinct classes were found, including average abilities, below-average (performing below grade level), and substantially below-average abilities with substantial literacy deficits, which were associated with higher representation of emotional disturbance and specific learning disability.\"}]","A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities - Behavioral Disorders 2024, Vol. 49(3) 160-172 - Abstract | PDF",1792080710,33]