Profiles of Oral and Reading Comprehension in Poor Comprehenders

2021 ◽  
pp. 1-18
Author(s):  
Katrina Kelso ◽  
Anne Whitworth ◽  
Suze Leitão
Keyword(s):  
Reading Comprehension ◽  
Poor Comprehenders

scholarly journals Prevalence of Reading Comprehension Difficulties in Spanish

2013 ◽  
Vol 3 (2) ◽  
pp. 113-123
Author(s):  
Eduardo García ◽  
Juan E. Jiménez ◽  
Desirée González ◽  
Elisabeth Jiménez-Suárez
Keyword(s):  
Reading Comprehension ◽  
Secondary Education ◽  
Learning Disability ◽  
Canary Islands ◽  
Second Grade ◽  
Decoding Skills ◽  
Large Sample ◽  
Specific Reading ◽  
Poor Comprehenders ◽  
Poor Comprehension

The main purpose of this research was to analyze the prevalence and diversity of reading comprehension difficulties in Spanish students of primary and secondary schools. We evaluated a large sample of students from the Canary Islands region that stretched from second grade of primary until the final year of secondary education. Once the percentage of students with reading comprehension difficulties was determined, we classified them in different categories: students with low intelligence, students with specific reading comprehension (poor comprehenders), students with deficit on reading words/pseudowords, absentee students and inmigrants. The results show that 20.2% of the student population present serious problems in understanding a text and 6.7% of the total is included in the category of poor comprehenders. Also we found a group of students with difficulties in decoding skills but whose performance on comprehension tasks was normal, showing that not all learning disability students have poor comprehension.

Lancaster_etal_2021_JRR_preprint

2021 ◽  
Author(s):  
Hope Lancaster ◽  
Shelley Gray ◽  
Jing Li
Keyword(s):  
Reading Comprehension ◽  
Visual Attention ◽  
Listening Comprehension ◽  
Receptive Language ◽  
Equation Modeling ◽  
Reading Disorder ◽  
Selective Visual Attention ◽  
Poor Comprehenders ◽  
Direct Model ◽  
The Relationship

Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension, and reading comprehension in children with and without a reading disorder.Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children (ALSPAC). We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders, and Comorbid Reading Disorder. We included measures of single word reading, nonword reading, spelling, phonological processing, vocabulary, receptive language, nonverbal intelligence, selective attention, and reading comprehension. We used ANOVA, correlations, and structural equation modeling (SEM) to examine the relationship between SVA and reading. We fit two possible models: SVA Indirect and SVA Direct. The difference between these models was the inclusion of a direct path from SVA to reading comprehension.Results: We examined an indirect model, where SVA predicted reading comprehension through word decoding and listening comprehension, and a direct model, which included a pathway from SVA to reading comprehension. Based on our ANOVA and correlation results, we collapsed the Dyslexic, Poor Comprehenders, and Comorbid Reading Disorder Groups for the SEM. We found evidence that for Typical Readers, an indirect model was the best fit, whereas the direct model was the best model for children with a reading disorder.Conclusions: Selective visual attention is related to reading comprehension. This relationship differs for children with and without a reading disorder.

Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A pilot single case experimental design

2022 ◽  
pp. 026565902110710
Author(s):  
Katrina Kelso ◽  
Anne Whitworth ◽  
Suze Leitão
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Large Body ◽  
Case Series ◽  
Future Research ◽  
Post Intervention ◽  
Inference Making ◽  
Decoding Skills ◽  
Poor Comprehenders ◽  
Made In

In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as “poor comprehenders”. Levels of effectiveness have varied for interventions targeting lower- and higher-level language, including inference making, on trained measures, with little transfer to generalised reading comprehension measures in both skilled and less-skilled readers. Outcomes have been more positive for poor comprehenders, however findings have been inconsistent as to which programme components have led to gains in reading comprehension. This pilot study utilised a case series design to explore whether a novel intervention targeting oral inference making and comprehension monitoring was effective in improving the targeted skills and reading comprehension of 11 children, aged 9;2–12;3 years, with average-for-age phonological and lower-level language skills but weak inferencing. All participants improved on the primary inference subtest post-intervention and continued to score higher at maintenance than at pre-intervention. Results on the remaining higher-level language tasks were more varied, as were the results for reading comprehension, with fewer participants demonstrating generalisation to these tasks, particularly the nonfiction texts. While the results are preliminary and descriptive, they suggest that improvements can be made in higher-level language in a 10-session intervention, and provide directions for future research.

Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens

2018 ◽  
Vol 52 (3) ◽  
pp. 232-246 ◽  
Author(s):  
Megan O’Connor ◽  
Esther Geva ◽  
Poh Wee Koh
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
Listening Comprehension ◽  
English Language ◽  
Semantic Knowledge ◽  
Grade 5 ◽  
Poor Comprehenders ◽  
Component Skills ◽  
Lexical Quality

This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants included 94 EL1 and 178 ELL Grade 5 students from diverse home-language backgrounds. Latent profile analyses conducted separately for ELLs and EL1s provided support for the lexical quality hypothesis in both groups, with the emergence of two profiles: A poor comprehenders profile was associated with poor word-reading-related skills (phonological awareness and orthographic processing) and with poor language-related skills (semantic knowledge and, to a lesser extent, listening comprehension). The good comprehenders profile was associated with average or above-average performance across the component skills, demonstrating that good reading comprehension is the result of strong phonological and orthographic processing skills as well as strong semantic and listening comprehension skills. The good and poor comprehenders profiles were highly similar for ELL and EL1 groups. Conversely, poor comprehenders struggled with these same component skills. Implications for assessment and future research are discussed.

scholarly journals Getting to Know L2 Poor Comprehenders

2011 ◽  
Vol 4 (1) ◽  
pp. 98
Author(s):  
Masoud Zoghi ◽  
Ramlee Mustapha ◽  
Tengku Maasum
Keyword(s):  
Reading Comprehension ◽  
Strategy Training ◽  
Small Scale ◽  
Poor Reading ◽  
Factors Affecting ◽  
Efl Learners ◽  
Reading Comprehension Strategies ◽  
Poor Comprehenders ◽  
Scant Attention ◽  
Iranian Context

Among the plethora of studies conducted thus far to explore the factors affecting EFL reading effectiveness, scant attention seems to be paid to the why of poor reading comprehension of most EFL learners. In this regard, the present article capitalized on qualitative research on a small scale, for the purpose of addressing the not-so-often-debated issue of unsuccessful EFL reading competency in the Iranian context. In fact, the purpose of the article was to explore the degree of Iranian EFL learners' awareness of reading comprehension strategies and their potential comprehension failure. To this end, 12 EFL university-level students were interviewed, using a researcher-developed interview questionnaire. An analysis of student data interview revealed that there is an instructional void as regards to reading strategy training in the Iranian educational settings. Ultimately, based on the findings of the study, recommendations for future investigations are discussed.

Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties

2016 ◽  
Vol 50 (2) ◽  
pp. 128-142 ◽  
Author(s):  
Anna Potocki ◽  
Monique Sanchez ◽  
Jean Ecalle ◽  
Annie Magnan
Keyword(s):  
Reading Comprehension ◽  
Executive Functioning ◽  
Text Comprehension ◽  
Fifth Grade ◽  
Cognitive Profiles ◽  
Older Children ◽  
Written Text ◽  
Specific Reading ◽  
Poor Comprehenders

This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were differentiated: literal and inferential processes. The results demonstrated that while three aspects of executive functioning (working memory, planning, and inhibition processes) were significantly predictive of the performance on the inferential questions of the comprehension test, these factors did not predict the scores on the literal tasks of the test. In a second experiment, the linguistic and cognitive profiles of children in third/fifth and seventh/ninth grades with a specific reading comprehension deficit were examined. This analysis revealed that the deficits experienced by the less skilled comprehenders in both the linguistic and the executive domains could evolve over time. As a result, linguistic factors do not make it possible to distinguish between good and poor comprehenders among the group of older children, whereas the difficulties relating to executive processing remain stable over development. These findings are discussed in the context of the need to take account of the executive difficulties that characterize less skilled comprehenders of any age, especially for remediation purposes.

scholarly journals An Analysis of the Cognitive Processes Underlying Problems in Reading Comprehension

1982 ◽  
Vol 14 (3) ◽  
pp. 313-333 ◽  
Author(s):  
Andrew M. Hess
Keyword(s):  
Reading Comprehension ◽  
Cognitive Processes ◽  
Semantic Processing ◽  
Explanatory Power ◽  
Sixth Graders ◽  
Text Structure ◽  
Speed Of Processing ◽  
Memory Research ◽  
Verbal Processing ◽  
Poor Comprehenders

Previous research has argued that children who experience difficulties in reading comprehension are less skilled in either speed of verbal processing or speed of decoding. Little explanatory power or research has been given to variables from developmental memory research such as the child's ability to draw inferences, to elaborate or “go beyond the information given,” or to the child's sensitivity to text-structure variations. Eighty-three fourth- and sixth-graders composed of groups of good and poor comprehenders were presented with a battery of semantic processing and speed of processing tasks. The results of the analyses yield support for several specific semantic processing deficits for poor comprehenders and for a generalized speed of processing deficiency. Implications for remedial interventions are discussed.

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