Evaluating a Reading Comprehension Curriculum and Factors Predicting Reading Comprehension Performance.
This study comprised two parts. The first was part of a study at the Dyslexia Association of Singapore to monitor the progress of students undergoing literacy intervention with an enhanced reading comprehension curriculum. The reading comprehension performance of primary school students with dyslexi...
| Publicado en: | Asia Pacific Journal of Developmental Differences Vol. 11; no. 1; pp. 195 - 224 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Dyslexia Association of Singapore
Jul2024
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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=178455312&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178455312 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 23457341 LW6D jtl: Asia Pacific Journal of Developmental Differences issn: 23457341 maglogo: N pubinfo: dt: Jul2024 vid: 11 iid: 1 pid: 52390 pub: Dyslexia Association of Singapore artinfo: ui: 178455312 178455312 178455312 10.3850/S2345734124001952 178455312 ppf: 195 ppct: 29 formats: tig: atl: Evaluating a Reading Comprehension Curriculum and Factors Predicting Reading Comprehension Performance. aug: au: Fong Pei Yi Lay See Yeo affil: Dyslexia Association of Singapore (Formerly) sug: subj: Reading Curriculum Evaluation Students, Elementary Linguistics Dyslexia Complications Task Performance and Analysis Human Analysis of Variance Communication Skills Cognition Language Processing Phonology Memory Pretest-Posttest Design Singapore Male Female Child Scales Adolescence Multiple Regression Repeated Measures One-Way Analysis of Variance Data Analysis Software Descriptive Statistics Correlation Coefficient Child: 6-12 years Adolescent: 13-18 years Male Female ab: This study comprised two parts. The first was part of a study at the Dyslexia Association of Singapore to monitor the progress of students undergoing literacy intervention with an enhanced reading comprehension curriculum. The reading comprehension performance of primary school students with dyslexia (n = 42) was monitored at three time-points (Time 1: baseline, Time 2: pre-enhanced curriculum and Time 3: post-enhanced curriculum) over the course of two years. Analysis of variance revealed significant improvement in reading comprehension performance from Time 1 to Time 2 and Time 1 to Time 3, but no significant difference between Time 2 and Time 3. Significant improvements were observed only in students with weaker verbal ability from Time 1 to Time 2 whereas students with stronger verbal ability showed no significant changes in reading comprehension performance over time. The second part of the study explored the ability of cognitive factors, namely verbal ability, non-verbal ability, phonological awareness, working memory and rapid naming ability, to predict concurrent (n = 31) and future reading comprehension performance at the end of one (n = 48) and two years (n = 44). There were neither significant correlations between rapid naming ability and reading comprehension performance at any of the time-points, nor between phonological awareness and future reading comprehension performance after one and two years. Verbal ability was a consistent and significant predictor of reading comprehension at the three time-points. Phonological awareness significantly correlated with concurrent reading comprehension performance but did not significantly predict it. Non-verbal ability and working memory significantly correlated with reading comprehension at all time-points but were not significant predictors of reading comprehension across time. Implications and future considerations for reading comprehension intervention were discussed, and theoretical implications with regard to the Simple View of Reading were considered as well. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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