Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading.
Purpose: To examine concurrently and retrospectively the language abilities of children with specific reading comprehension deficits (“poor comprehenders”) and compare them to typical readers and children with specific decoding deficits (“poor decoders”). Method: In Study 1, the authors identified 5...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 49; no. 2; pp. 278 - 294 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
April 2006
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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=ssf&AN=507880373&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507880373 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: April 2006 vid: 49 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507880373 10.1044/1092-4388(2006/023) ppf: 278 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 651KB tig: atl: Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading. aug: au: Catts, Hugh W. Adlof, Suzanne M. Weismer, Susan Ellis su: Children's language Phonological awareness Reading comprehension Children with learning disabilities Psychology sug: subj: Children's language Phonological awareness Reading comprehension Children with learning disabilities Psychology ab: Purpose: To examine concurrently and retrospectively the language abilities of children with specific reading comprehension deficits (“poor comprehenders”) and compare them to typical readers and children with specific decoding deficits (“poor decoders”). Method: In Study 1, the authors identified 57 poor comprehenders, 27 poor decoders, and 98 typical readers on the basis of 8th-grade reading achievement. These subgroups' performances on 8th-grade measures of language comprehension and phonological processing were investigated. In Study 2, the authors examined retrospectively subgroups' performances on measures of language comprehension and phonological processing in kindergarten, 2nd, and 4th grades. Word recognition and reading comprehension in 2nd and 4th grades were also considered. Results: Study 1 showed that poor comprehenders had concurrent deficits in language comprehension but normal abilities in phonological processing. Poor decoders were characterized by the opposite pattern of language abilities. Study 2 results showed that subgroups had language (and word recognition) profiles in the earlier grades that were consistent with those observed in 8th grade. Subgroup differences in reading comprehension were inconsistent across grades but reflective of the changes in the components of reading comprehension over time. Conclusions: The results support the simple view of reading and the phonological deficit hypothesis. Furthermore, the findings indicate that a classification system that is based on the simple view has advantages over standard systems that focus only on word recognition and/or reading comprehension. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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