A 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 long-term 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 youth, we identified three distinct Classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average 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.

中文翻译：

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青少年惩教设施基于研究的读写能力教学 MTSS

青少年惩教所 (JCF) 面临的主要挑战是为具有广泛识字能力的临时学生群体提供识字指导。本研究的目的是确定长期 JCF 学生独特的读写能力概况，考虑他们的阅读能力、语言能力、智商 (IQ)、残疾分类、年龄和年级水平。通过对 370 名青少年样本进行潜在概况分析，我们确定了三个不同的类别。确定了学生的三个能力组（平均读写能力、低于平均读写能力、显着低于平均读写能力）。36% 的人表现处于平均水平，55% 的人表现低于年级水平；8% 的学生有严重的读写能力缺陷，其中患有情绪障碍 (ED) 和特定学习障碍 (SLD) 的学生比例过高。研究结果为 JCF 内基于证据的多层支持扫盲框架系统奠定了基础。提供了有关 JCF 中提供英语语言艺术的教学意义。