3 |
The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach
|
|
|
|
Abstract:
The present study examined the reading comprehension and receptive vocabulary skills of children with poor reading comprehension despite adequate decoding using a regression-based matching technique. Participants included five cohorts of children who were identified as typical readers (N = 70,493 – 75,553) or as children with specific reading comprehension difficulties (N = 480 – 8,717). Across cohorts, children with specific reading comprehension difficulties exhibited oral language difficulties based on a measure of vocabulary; however, the observed weakness in vocabulary was not as severe as their reading comprehension difficulties. Results from the regression-based matching technique suggested that the vocabulary weakness for these children is better characterized as a developmental delay rather than a developmental deficit. This outcome also emerged when more stringent criteria were used to identify subgroups of readers. Although children with poor reading comprehension despite adequate decoding have a weakness in at least one aspect of oral language, their oral language weakness does not account for the severity of their reading comprehension difficulties. Theoretical and practical implications are discussed.
|
|
Keyword:
Article
|
|
URL: https://doi.org/10.1037/edu0000274 http://www.ncbi.nlm.nih.gov/pubmed/30739953 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6364747/
|
|
BASE
|
|
Hide details
|
|
4 |
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012)
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Writing Quality in Chinese Children: Speed and Fluency Matter
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Rapid serial naming and reading ability: the role of lexical access
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness
|
|
|
|
BASE
|
|
Show details
|
|
|
|