To Read but not to Read: Identifying and Understanding the Nature of Poor Reading Comprehension in Children

2004 ◽  
pp. 119-129 ◽  
Author(s):  
Kate Nation
Keyword(s):  
Reading Comprehension ◽  
Poor Reading

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

scholarly journals A retrospective longitudinal study of cognitive and language skills in poor reading comprehension

2015 ◽  
Vol 56 (2) ◽  
pp. 157-166 ◽  
Author(s):  
Åsa Elwér ◽  
Stefan Gustafson ◽  
Brian Byrne ◽  
Richard K. Olson ◽  
Janice M. Keenan ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Longitudinal Study ◽  
Language Skills ◽  
Poor Reading

The effects of a Cognitive Mapping Strategy on the Literal and Inferential Comprehension of Students with Mild Disabilities

1996 ◽  
Vol 19 (2) ◽  
pp. 86-98 ◽  
Author(s):  
Joseph R. Boyle
Keyword(s):  
Reading Comprehension ◽  
Standardized Tests ◽  
Grade Level ◽  
Cognitive Mapping ◽  
Control Group ◽  
Poor Reading ◽  
Mild Disabilities ◽  
Mapping Strategy ◽  
Below Grade Level ◽  
Inferential Comprehension

This study examined the effects of a cognitive mapping strategy on the literal and inferential reading comprehension of students with mild disabilities — learning disabilities (LD) and educable mental retardation (EMR). Thirty students with mild disabilities who exhibited poor reading comprehension, as evidenced by low reading comprehension scores on standardized tests, were matched on three variables (disability, grade, and reading achievement) and assigned to either an experimental or a control group. Through a strategy format, students in the experimental group were taught to independently create cognitive maps from reading passages. Students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension measures with below-grade level reading passages as well as on-grade level reading passages. The limitations of the research and implications of this strategy for classroom application are discussed.

scholarly journals Low working memory capacity is only spuriously related to poor reading comprehension

Cognition ◽  
2014 ◽  
Vol 131 (3) ◽  
pp. 373-403 ◽  
Author(s):  
Julie A. Van Dyke ◽  
Clinton L. Johns ◽  
Anuenue Kukona
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Poor Reading

Reading and Listening to Expository Text

1985 ◽  
Vol 17 (3) ◽  
pp. 185-198 ◽  
Author(s):  
Rosalind Horowitz ◽  
S. Jay Samuels
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Process Model ◽  
Expository Text ◽  
Sixth Grade ◽  
Poor Readers ◽  
Good Readers ◽  
Poor Reading ◽  
Significant Difference ◽  
Good And Poor Readers

Poor reading comprehension may result from a general comprehension problem, a decoding problem, or a combination of these problems. Using a counterbalanced design, 38 good and poor sixth-grade readers read aloud and listened to easy and hard texts. Immediately after reading and listening, students orally retold what they had read or heard. Their recalls were scored for number of idea units produced. Results indicated no difference in listening comprehension between good and poor readers for either easy or hard texts, but a significant difference in oral reading comprehension in favor of good readers on both easy and hard texts. The finding of no difference in listening suggests that the poor readers in this sample did not have a general comprehension problem, while their poor oral reading performance indicates that they did have a decoding problem. These findings support a more complex comprehension process model of listening and reading than has typically been described in the literature.

Understanding of Antonyms in Children with Poor Reading Comprehension

2018 ◽  
Vol 34 (1) ◽  
pp. 93-107
Author(s):  
Eun Ju Park ◽  
Mina Hwang
Keyword(s):  
Reading Comprehension ◽  
Poor Reading

scholarly journals A longitudinal investigation of early reading and language skills in children with poor reading comprehension

2010 ◽  
Vol 51 (9) ◽  
pp. 1031-1039 ◽  
Author(s):  
Kate Nation ◽  
Joanne Cocksey ◽  
Jo S.H. Taylor ◽  
Dorothy V.M. Bishop
Keyword(s):  
Reading Comprehension ◽  
Language Skills ◽  
Early Reading ◽  
Poor Reading ◽  
Longitudinal Investigation
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