ARCS Research Profiles
ARCS researchers used cluster analysis to identify ten clusters--or
profiles, as we call them--from the 676 ARCS ABE participants. Below
you will find line graphs and tables showing the average scores for
each profile in some of the reading components assessed. You will also see
background and demographic information for each profile.
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| ARCS Research Profile 1: Strong GED |
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- 8.9% of the ARCS participants present a Profile 1 pattern of
skills.
- These learners are strong enough on all skills to pass
the reading section of the GED exam. Most of them come to ABE
classes just to brush up on reading/writing or to strengthen other
GED skills.
- They have the highest average oral reading rate of
all 10 of the ARCS Research Profiles at 160 words per minute.
- Many in this group are probably able to read with comprehension beyond high school level
because they showed mastery of the DAR's 11/12 reading comprehension
level.
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| Reading
Component |
Average
Score |
| Word Recognition |
11.2 |
| Spelling |
9.2 |
| Oral Reading Accuracy |
11.9 |
| Word Meaning |
10.0 |
| Silent Reading |
11.3 |
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ARCS Research Profile 1: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 27.4 |
10.3 |
92% |
92% |
10% |
2% |
50% |
ARCS Research Profile 1: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (items correct out of 13) |
WRMT Standard Score |
| 160 |
102.0 |
10.5 |
18.8 |
11.3 |
106.4 |
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| ARCS Research Profile 2: Pre-GED with Vocabulary/Background Knowledge Needs |
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- 10.7% of the ARCS participants present a Profile 2 pattern of
skills.
- Even though this group's skills are close to those in
Profile 1, they show weakness in word meaning and background information
(as measured by the WAIS Information subtest). Not as many in Profile 2 attained
the highest levels on the component skills.
- Their average oral reading rate is 151 words per minute.
- They should stay in classes to build vocabulary and acquire more
information and concepts that they missed in grades 8-12 in social
and science studies.
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| Reading Component |
Average Score |
| Word Recognition |
10.5 |
| Spelling |
9.2 |
| Oral Reading Accuracy |
11.7 |
| Word Meaning |
7.4 |
| Silent Reading |
9.7 |
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ARCS Research Profile 2: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 27.6 |
10.2 |
88% |
78% |
15% |
8% |
42% |
ARCS Research Profile 2: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (correct out of 13) |
WRMT Word Attack Subtest Standard Score |
| 151 |
88.7 |
6.8 |
19.0 |
11.7 |
101.0 |
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| ARCS Research Profile 3: Pre-GED with Vocabulary/Spelling/Rate Needs |
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- 13.6% of the ARCS participants present a Profile 3 pattern of
skills.
- Readers in Profile 3 need strengthening in word recognition.
Underdeveloped phonological skill is affecting their word recognition
ability (low Spelling GE and TAAS).
- They also need vocabulary enrichment that will enable them to
read text at a higher level. They may be able to pass the GED
reading/writing exam with their present skils but they will do
so at a low level which will limit their opportunities.
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| Reading
Component |
Average
Score |
| Word Recognition |
9.1 |
| Spelling |
5.6 |
| Oral Reading Accuracy |
10.3 |
| Word Meaning |
8.2 |
| Silent Reading |
10.0 |
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ARCS Research Profile 3: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 34.1 |
9.6 |
84% |
79% |
27% |
15% |
63% |
ARCS Research Profile 3: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (correct out of 13) |
WRMT Word Attack Subtest Standard Score |
| 132 |
88.3 |
7.7 |
20.9 |
10.0 |
90.2 |
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| ARCS Research Profile 4: High Intermediates with Print Skills/Rate Needs |
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- 8.6% of the ARCS participants present a Profile 4 pattern of
skills.
- Two findings discriminate Profile 4 from other Intermediate profiles:
- Theirs is typical of partially compensated dyslexics: print
skills are significantly lower than meaning skills. Average
of scores on the phonemic awareness test (TAAS) is
extremely low and that on the word analysis inventory (WRMT)
is in the moderately low range. They need a concentration
of phonics instruction. Their stronger vocabulary levels have
helped them compensate for poor print skills in reaching an
Intermediate reading level.
- Learners in Profile 4 have an oral reading rate problem
(words per minute). Average on the Rapid Automatized Naming
(RAN) test shows very slow symbol processing.
|
| Reading Component |
Average Score |
| Word Recognition |
4.7 |
| Spelling |
3.8 |
| Oral Reading Accuracy |
6.1 |
| Word Meaning |
8.0 |
| Silent Reading |
8.1 |
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ARCS Research Profile 4: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 34.0 |
9.3 |
86% |
86% |
38% |
29% |
62% |
ARCS Research Profile 4: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (correct out of 13) |
WRMT Word Attack Subtest Standard Score |
| 118 |
87.1 |
8.5 |
24.7 |
8.9 |
79.0 |
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| ARCS
Research Profile 5: Intermediates with Stronger Print Skills than Meaning Skills |
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- 16.6% of the ARCS participants present a Profile 5 pattern of
skills.
- The greater number of Non-native Speakers of English (NNSE) and
the number born outside of the US discriminates this group from
the other Intermediate profiles. They have excellent symbol processing
skills (19.4 seconds to read the RAN letters) and a fair
oral reading rate of 132 words per minute.
- As would be expected for a group of almost one-third NNSE,
they have higher print than meaning skills. They need to build vocabulary.
- Also affecting their silent reading comprehension is their
need for more general knowledge of the kind taught in K-12 social
studies and science as evident in their performance on the WAIS Information
subtest.
|
| Reading Component |
Average Score |
| Word Recognition |
7.3 |
| Spelling |
6.2 |
| Oral Reading Accuracy |
10.2 |
| Word Meaning |
4.8 |
| Silent Reading |
6.6 |
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ARCS Research Profile 5: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 30.2 |
9.7 |
63% |
63% |
20% |
14% |
50% |
ARCS Research Profile 5: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (correct out of 13) |
WRMT Word Attack Subtest Standard Score |
| 132 |
76.5 |
5.8 |
19.4 |
9.5 |
92.1 |
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| ARCS
Research Profile 6: Intermediates with Slow Reading Rate |
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- 5.3% of the ARCS participants present a Profile 6 pattern of
skills.
- These learners are Intermediates progressing steadily but are probably
progressing slowly because of a significant rate problem. They
took longer than any other profile to read the letter series
on the RAN; a slow RAN signals a symbol processing
difficulty. Their slow oral reading rate supports this theory.
- Both Native Speakers of Ensglish (NSE) and Non-native Speakers of English (NNSE) in Profile 6 have similar averages on these
skills. Developing fluency (words per minute) has to be a prominent
part of their studies.
- They are solid Intermediates with Pre-GED Oral Reading Accuracy.
An accuracy level as high as this means that the learners have
the ability to read at higher than grade level 6.2 text. Ability
to read higher level materials with comprehension will require
a greater vocabulary and a higher level of fluency.
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| Reading Component |
Average Score |
| Word Recognition |
6.5 |
| Spelling |
5.4 |
| Oral Reading Accuracy |
8.6 |
| Word Meaning |
5.6 |
| Silent Reading |
6.2 |
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ARCS Research Profile 6: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 32.8 |
9.1 |
75% |
72% |
31% |
69% |
67% |
ARCS Research Profile 6: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (correct out of 13) |
WRMT Word Attack Subtest Standard Score |
| 104 |
81.8 |
6.0 |
32.5 |
10.2 |
88.8 |
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| ARCS
Research Profile 7: Low Intermediates with Even Profiles |
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- 16.1% of the ARCS participants present a Profile 7 pattern
of skills.
- These are low Intermediate readers who are developing skills
evenly in print and meaning components. They need more of everything:
upper level phonics, vocabulary and background knowledge.
- They have average reading rate (133 wpm) and although their symbol processing
is slower than average (RAN = 21.8 seconds), the level does not signal a problem.
|
| Reading Component |
Average Score |
| Word Recognition |
4.4 |
| Spelling |
4.1 |
| Oral Reading Accuracy |
5.3 |
| Word Meaning |
4.8 |
| Silent Reading |
5.7 |
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ARCS Research Profile 7: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 31.9 |
9.4 |
77% |
74% |
38% |
25% |
56% |
ARCS Research Profile 7: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (correct out of 13) |
WRMT Word Attack Subtest Standard Score |
| 133 |
78.3 |
5.5 |
21.8 |
8.2 |
78.8 |
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| ARCS
Research Profile 8: Low Intermediates/"Should-be-in-ESOL" |
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- 9% of the ARCS participants present a Profile 8 pattern of skills.
- Only 10% are Native Speakers of English (NSE). Word Meaning and PPVT
scores show that they have not acquired enough English to benefit
from ABE classes. They also scored poorly on the Language Acquisition
Battery, a test of spoken English comprehension.
- Profile 8 Non-native Speakers of English (NNSE) would progress faster in an ESOL literacy
class where they would have instruction in both spoken and written English.
- Only 17% of the NNSE report trouble learning to read in their native language, but all of the smaller
group (that is--the NSE) report reading probems in K-12.
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| Reading Component |
Average Score |
| Word Recognition |
4.2 |
| Spelling |
3.4 |
| Oral Reading Accuracy |
4.2 |
| Word Meaning |
2.1 |
| Silent Reading |
3.4 |
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ARCS Research Profile 8: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 33.8 |
9.3 |
7% |
10% |
13% |
8% |
15% |
ARCS Research Profile 8: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (correct out of 13) |
WRMT Word Attack Subtest Standard Score |
| 112 |
47.4 |
5.5 |
23.9 |
8.0 |
81.0 |
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| ARCS
Research Profile 9: Beginners |
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- 8.4% of the ARCS participants present a Profile 9 pattern of
skills.
- Two-thirds are Native Speakers of English (NSE), most of whom report
having had trouble learning to read in K-3.
- They have symbol processing problems (slow RANs) and low scores on the PPVT,
an assessment of verbal ability.
- Their best chance to progress
is with a structured one-on-one phonics program such as Lindamood
Bell, Orton Gillingham, or Wilson, all of which can be adapted
for small group instruction.
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| Reading Component |
Average Score |
| Word Recognition |
2.1 |
| Spelling |
1.7 |
| Oral Reading Accuracy |
2.4 |
| Word Meaning |
3.4 |
| Silent Reading |
2.2 |
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ARCS Research Profile 9: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 37.8 |
8.2 |
65% |
72% |
42% |
21% |
44% |
ARCS Research Profile 9: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (correct out of 13) |
WRMT Word Attack Subtest Standard Score |
| 106 |
63.4 |
5.1 |
27.5 |
5.0 |
59.5 |
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| ARCS
Research Profile 10: Beginners with Rate Impairment |
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- 2.8% of the ARCS participants present a Profile 10 pattern of
skills.
- This is the smallest and most disabled group in the ARCS.
- More Profile 10 learners had reading acquisiton problems than
did those with other reading profiles. Reading problems that begin
in K-3 are most often the result of a learner's difficulty in
making the connection from spoken words to their written forms.
In addition to phonological disability, they have the slowest
rate of symbol processing (RAN) of the ARCS Profile groups.
- This group is distinguished from Profile 9 by the severity of
their problems. Their best chance to progress is with a structured
one-on-one phonics program such as Lindamood Bell, Orton Gillingham,
or Wilson, all of which can be adapted for small group instruction.
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| Reading Component |
Average Score |
| Word Recognition |
1.8 |
| Spelling |
1.4 |
| Oral Reading Accuracy |
1.9 |
| Word Meaning |
3.3 |
| Silent Reading |
1.6 |
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ARCS Research Profile 10: Demographic and Background Information
| Average Age |
Average High Grade Completed |
Born in US |
Native Speakers of English (NSE) |
K-3 Reading Difficulties |
Reading Difficulties in Later Grades |
Repeated Grade(s) |
| 41.5 |
7.9 |
63% |
84% |
53% |
21% |
53% |
ARCS Research Profile 10: Additional Test Scores
| Oral Reading Rate in words/minute |
PPVT Standard Score |
WAIS Information Subtest Standard Score |
RAN (in seconds) |
TAAS (correct out of 13) |
WRMT Word Attack Subtest Standard Score |
| 87 |
59.4 |
5.7 |
44.8 |
6.1 |
52.0 |
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ACRONYMS AND ABBREVIATIONS USED ON THIS PAGE:
ABE = Adult Basic Education
ARCS = Adult Reading Components Study
DAR = Diagnostic Assessments of Reading
GE = Grade Equivalent
GED = General Educational Development Test
NNSE = Non-native Speakers of English
NSE = Native Speakers of English
PPVT = Peabody Picture Vocabulary Test
RAN = Rapid Automatized Naming Test
TAAS = Rosner Test of Auditory Analysis Skills
WAIS = Wechsler Adult Intelligence Scale
WRMT = Woodcock Reading Mastery Test  Printer-friendly Version
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