Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language

2021 ◽  
pp. 002221942110232
Author(s):  
Miao Li ◽  
John R. Kirby ◽  
Esther Geva ◽  
Poh Wee Koh ◽  
Huan Zhang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Word Reading ◽  
The Other ◽  
Typically Developing ◽  
Reading Groups ◽  
Poor Comprehenders ◽  
Related Language ◽  
Developing Readers

This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students from an English-immersion program in a middle school in China. Latent profile analysis identified three reading groups in each language: (a) a typically developing reader group with average or above-average word-reading and reading comprehension, (b) a group with poor decoding/word-reading skills and weak reading comprehension, and (c) a group with poor reading comprehension in the absence of poor decoding/word reading. The overlap in profile characteristics across languages for typically developing readers and poor decoders was high (about 68% for typically developing readers and 54% for poor decoders), whereas the overlap for being poor comprehenders in each language was moderate (about 37%). Furthermore, poor decoders in either language performed more poorly than the typically developing and poor comprehender groups on word reading in the other language, while poor comprehenders in either language performed more poorly than the typically developing and poor decoder groups on reading comprehension in the other language. The comparison of the reading groups’ performance on English reading-related language comprehension measures showed that poor comprehenders and poor decoders performed worse than typically developing readers. Implications for identification and instruction of ESL children with reading difficulties are discussed.

scholarly journals Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021 ◽  
Vol 11 (7) ◽  
pp. 828
Author(s):  
Maja Roch ◽  
Kate Cain ◽  
Christopher Jarrold
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Autism Spectrum ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
Reading Accuracy

Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.

scholarly journals THE EFFECT OF USING COMPOSITE PICTURES ON READING COMPREHENSION ACHIEVEMENT

2021 ◽  
Vol 8 (2) ◽  
pp. 31-37
Author(s):  
Fatma Dewani Harahap
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Language Comprehension ◽  
Teaching And Learning ◽  
Word Reading ◽  
Reading Skill ◽  
English Text ◽  
Teaching Reading ◽  
The Media ◽  
Learning English

Reading Comprehension is the ability to read text, process it and understand the meaning. It relies on two, interconnected abilities: Word reading be able to decode the symbols on the page and language comprehension being able to understand the meaning of words and sentences . In fact, students generally feel bored and unmotivated in learning English especially in reading skill because English is different from Indonesian so that the students have difficulty in understanding reading English text. They do not know the meaning of some words in the text. Therefore, the teacher’s role becomes important in the teaching and learning process especially in teaching reading. Therefore, appropriate media should be chosen to motivate their students not only to read the text but also comprehend what they read. One of the media that can be used and applied by the teacher is Composite Pictures. A Composite Picture is a large single picture which shows a scene in which a number of people can be seen doing several things. Thus, to know whether or not there was a significant effect of using Composite Pictures on reading comprehension achievement; Composite Pictures was used as media in teaching reading in this research.

scholarly journals The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities

2019 ◽  
Vol 23 (6) ◽  
pp. 523-532
Author(s):  
Laura M. Steacy ◽  
Lesly Wade-Woolley ◽  
Jay G. Rueckl ◽  
Kenneth R. Pugh ◽  
James D. Elliott ◽  
...  
Keyword(s):  
At Risk ◽  
Reading Disabilities ◽  
Word Reading ◽  
Typically Developing ◽  
Irregular Word ◽  
Students At Risk ◽  
Developing Readers

Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading–Matched Typically Developing Children

2022 ◽  
pp. 1-16
Author(s):  
Alison Prahl ◽  
C. Melanie Schuele
Keyword(s):  
Down Syndrome ◽  
Reading Comprehension ◽  
Listening Comprehension ◽  
Word Reading ◽  
Effect Sizes ◽  
Typically Developing ◽  
Reading Success ◽  
Comprehension Skills ◽  
English Speaking ◽  
The Mean

Purpose: The purpose of this study was to explore the reading comprehension and listening comprehension performance of English-speaking children with Down syndrome (DS) compared with word reading–matched typically developing (TD) children. Method: Participants included 19 individuals with DS ( M age = 17;2 [years;months], range: 11;1–22;9) and 19 word reading–matched TD children ( M age = 7;2, range: 6;6–8;1). Participants completed three norm-referenced measures of reading comprehension and three norm-referenced measures of listening comprehension. Dependent variables were raw scores on each measure, with the exception of scaled scores on one reading comprehension measure. Results: Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for two of three reading comprehension measures. The mean raw scores were lower for the DS group than the TD group, with large effect sizes. Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for three of three listening comprehension measures. The mean raw scores on the three measures were lower for the DS group than the TD group, with large effect sizes. Conclusions: The DS group, despite being matched on word reading to the TD group, demonstrated reduced reading comprehension skills as compared with the TD group. Thus, as individuals with DS acquire word reading skills, it appears that they are unable to translate word reading success to achieve reading comprehension at the expected level (i.e., as indexed by typical readers). The between-groups differences in listening comprehension suggest that deficits in listening comprehension likely are a barrier to reading comprehension proficiency for children with DS. Listening comprehension may be a malleable factor that can be targeted to improve reading comprehension outcomes for individuals with DS.

Neuroimaging and Reading Comprehension

2019 ◽  
Vol 8 (2) ◽  
pp. 74-94
Author(s):  
Kyle Perkins ◽  
Xuan Jiang
Keyword(s):  
Reading Comprehension ◽  
Reading Disability ◽  
Position Paper ◽  
Cognitive Capacity ◽  
Typically Developing ◽  
Reading Behaviors ◽  
Learning To Read ◽  
Capacity Limits ◽  
Developing Readers ◽  
Made In

In this position paper, we advocate that advancements made in other disciplinary areas such as neurolinguistics should be included into contemporary reading comprehension courses and programs.  We present findings from neurobiology of reading that suggest explanation of certain reading behaviors: (1) the differences between reading disability and typically developing readers; (2) an inverted U-shaped function that reflects the fact that learning to read is associated with increased activation (the rising part of the inverted U) and activation decreases are associated with familiarity, experience, and expertise (the falling part of the inverted U); (3) and, the identification of reading networks.  As potential pedagogical implications of neuroimaging studies to reading, a list of sentence structures is proposed as an example to further relate reading comprehension to cognitive capacity limits. 

scholarly journals Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents

2017 ◽  
Vol 42 (3) ◽  
pp. 342-356 ◽  
Author(s):  
Zhichao Xia ◽  
Linjun Zhang ◽  
Fumiko Hoeft ◽  
Bin Gu ◽  
Gaolang Gong ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Sentence Reading ◽  
Calcarine Fissure ◽  
Age Range

The ability to read is essential for cognitive development. To deepen our understanding of reading acquisition, we explored the neuroanatomical correlates (cortical thickness; CT) of word-reading fluency and sentence comprehension efficiency in Chinese with a group of typically developing children ( N = 21; 12 females and 9 males; age range 10.7–12.3 years). Then, we investigated the relationship between the CT of reading-defined regions and the cognitive subcomponents of reading to determine whether our study lends support to the multi-component model. The results demonstrated that children’s performance on oral word reading was positively correlated with CT in the left superior temporal gyrus (LSTG), left inferior temporal gyrus (LITG), left supramarginal gyrus (LSMG) and right superior temporal gyrus (RSTG). Moreover, CT in the LSTG, LSMG and LITG uniquely predicted children’s phonetic representation, phonological awareness, and orthography–phonology mapping skills, respectively. By contrast, children’s performance on sentence-reading comprehension was positively correlated with CT in the left parahippocampus (LPHP) and right calcarine fissure (RV1). As for the subcomponents of reading, CT in the LPHP was exclusively correlated with morphological awareness, whereas CT in the RV1 was correlated with orthography–semantic mapping. Taken together, these findings indicate that the reading network of typically developing children consists of multiple sub-divisions, thus providing neuroanatomical evidence in support of the multi-componential view of reading.

scholarly journals Improving Students’ Mastery of Vocabulary Through Flip Book Approach

2019 ◽  
pp. 117-122
Author(s):  
Sarala Thulasi Palpanadan ◽  
Asliaty Atim ◽  
Zulida Abdul Kair ◽  
Venosha K.Ravana ◽  
Muhammad Aiman Mohammad
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Action Research ◽  
Data Collection ◽  
The Other ◽  
Basic Requirement ◽  
Reading And Writing ◽  
Good Grasp ◽  
Language Classrooms ◽  
Field Notes

Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.

Morphological insensitivity in second language processing

2004 ◽  
Vol 25 (4) ◽  
pp. 603-634 ◽  
Author(s):  
NAN JIANG
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Processing ◽  
Word Reading ◽  
Morphological Knowledge ◽  
Second Language Processing ◽  
Language Competence ◽  
Esl Learners

Two competing explanations exist regarding the nature of morphological difficulty in adult second language acquisition: competence deficit versus performance deficiency. This study tested these explanations by examining English as a second language (ESL) learners' morphological performance in reading comprehension tasks. Chinese ESL speakers were asked to read English sentences for comprehension in three self-paced word by word reading experiments. Their reading times were measured to determine if they were sensitive to idiosyncrasies/disagreement in sentences that do and do not involve the number morpheme. The results show that they are not sensitive to number disagreement, but sensitive to other idiosyncrasies tested. This insensitivity to the number morpheme suggests that their morphological knowledge is not an integrated part of their automatic second language competence.

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