Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders.
Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provi...
| Publicado en: | Learning Disability Quarterly Vol. 45; no. 3; pp. 225 - 237 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157842577&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157842577 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07319487 DYW jtl: Learning Disability Quarterly issn: 07319487 maglogo: Y pubinfo: dt: Aug2022 vid: 45 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 157842577 146456173 157842577 157842577 10.1177/0731948720961766 157842577 ppf: 225 ppct: 12 formats: tig: atl: Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders. aug: au: Kelso, Katrina Whitworth, Anne Parsons, Richard Leitão, Suze affil: Curtin University, Bentley, Western Australia, Australia sug: subj: Speech Intelligibility Evaluation Reading Disorders Diagnosis Language Tests Methods Task Performance and Analysis Human Child Readability Schools Australia Language Processing Listening Effort Reading Child: 6-12 years ab: Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provide an efficient approach to identification. Children (N = 218) from School Years 3 to 6 (ages 7; 8–12; 1) attending two schools in Australia were assessed, and 45 identified as potential poor comprehenders, based on a profile of average phonological awareness but poor listening comprehension. Subsequent assessment of decoding and text reading comprehension confirmed 24 of these children to be poor comprehenders, consistent with reported prevalence rates. Five of these children were judged to be weak readers by their classroom teacher. The oral tasks alone overidentified this group; however, the findings suggest that using the tasks as an initial phase, followed up with a reading assessment, could be effective in identifying poor comprehenders, and reduce time spent in testing as this would only involve at-risk children. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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