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The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach
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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
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Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?
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Abstract:
The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than one percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Although poor reading comprehension certainly qualifies as a major problem rather than a myth, the term specific reading comprehension disability is a misnomer: Individuals with problems in reading comprehension that are not attributable to poor word recognition have comprehension problems that are general to language comprehension rather than specific to reading. Implications for assessment and intervention are discussed.
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Keyword:
Article
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URL: https://doi.org/10.1111/ldrp.12024 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4134909 http://www.ncbi.nlm.nih.gov/pubmed/25143666
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Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
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Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012)
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Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis
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Writing Quality in Chinese Children: Speed and Fluency Matter
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Rapid serial naming and reading ability: the role of lexical access
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Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness
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