Oral Language, Phonological Awareness, Word Reading, and Passage Reading Comprehension in Grade 2

2019 ◽  
pp. 133-166 ◽  
Author(s):  
Chan Lü
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Oral Language ◽  
Word Reading ◽  
Passage Reading

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.

The contribution of narrative morphosyntactic quality to reading comprehension in French immersion students

2014 ◽  
Vol 36 (6) ◽  
pp. 1375-1391 ◽  
Author(s):  
KATHLEEN HIPFNER-BOUCHER ◽  
KATIE LAM ◽  
XI CHEN
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Maternal Education ◽  
Word Reading ◽  
French Immersion ◽  
Oral Narrative ◽  
L2 Reading ◽  
Canadian French ◽  
Narrative Generation ◽  
Oral Language Skills

ABSTRACTThis study investigated the relationship between L2 oral narrative morphosyntactic quality and L2 reading comprehension in a sample of 81 students enrolled in a Canadian French immersion program in Grade 1. Measures of French narrative generation and reading comprehension were administered concurrently. The proportion of utterances in the narratives that were judged to be grammatically acceptable was found to explain unique variance in reading comprehension, controlling for nonverbal intelligence, maternal education, phonological awareness, vocabulary and word reading. The results suggest that even in the earliest stages of L2 literacy acquisition, L2 oral language skills contribute to reading comprehension outcomes. The results of our study suggest that there may be value in providing L2 children with classroom-based story-related experiences that expose them to literate language.

The role of word reading and oral language skills in reading comprehension in Syrian refugee children

2020 ◽  
Vol 41 (6) ◽  
pp. 1283-1304
Author(s):  
Redab Al Janaideh ◽  
Alexandra Gottardo ◽  
Sana Tibi ◽  
Johanne Paradis ◽  
Xi Chen
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Refugee Children ◽  
Language And Literacy ◽  
Simple View Of Reading ◽  
Simple View ◽  
Syrian Refugee ◽  
Oral Language Skills

AbstractCanada has resettled more than 57,000 Syrian refugees since 2015 (Government of Canada, 2017). However, little is known about refugee children’s language and literacy development. The present study evaluated Syrian refugee children’s performance on language and literacy measures in English and Arabic, and examined whether the simple view of reading model is applicable in both of their languages. Participants consisted of 115 Syrian refugee children 6–13 years of age. They received a battery of language and literacy measures including word reading, vocabulary, oral narratives, and reading comprehension in both English and Arabic. Compared to the normative samples, refugee children performed poorly on English standardized measures. They also demonstrated difficulties in Arabic, as more than half of the children were not able to read in the language. Despite the relatively low performance, there was evidence to support the simple view of reading model in both languages. In addition, oral language skills played a larger role in English reading comprehension in the older group than the younger group. This age-group comparison was not carried out in Arabic due to reduced sample size. Theoretical and practical implications of the findings are discussed.

Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9

2019 ◽  
Vol 52 (5) ◽  
pp. 366-382 ◽  
Author(s):  
Ann-Christina Kjeldsen ◽  
Lic Educ ◽  
Silja K. Saarento-Zaprudin ◽  
Pekka O. Niemi
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
Junior High School ◽  
Word Reading ◽  
Intervention Group ◽  
Control Group ◽  
Clear Cut ◽  
Positive Effects ◽  
Fluency And Comprehension

Training in phonological awareness has brought about well-documented positive effects on learning to read in lower-primary grades. Less is known about long-term gains extending to upper-primary and junior high school. The few longitudinal studies covering at least 5 years suggest that gains in decoding are sustained, whereas effects on reading comprehension have either not been studied or produced equivocal results. The present study followed up the reading development of 209 Finland Swedish students from kindergarten until Grade 9, half of whom participated in an 8-month phonological intervention in kindergarten. The intervention group outperformed the control group in both word reading and reading comprehension in Grades 1 through 9. However, albeit statistically significant, the differences at the group level were small. The main result was a clear-cut difference in both skills among readers at risk belonging to the lowest 25% in foundational skills at the beginning of kindergarten. In Grade 6, altogether 60% of the nontrained readers at risk still belonged to the lowest quartile in reading comprehension as opposed to 24% of their peers in the intervention group. The pattern was repeated in Grade 9, with trained readers at risk performing at the level of nontrained mainstream readers.

Wechsler Individual Achievement Test–Third Edition Oral Language and Reading Measures Effects on Reading Comprehension in a Referred Sample

2016 ◽  
Vol 36 (3) ◽  
pp. 203-218 ◽  
Author(s):  
Jason R. Parkin
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Achievement Test ◽  
Collective Effects ◽  
Skill Sets ◽  
Specific Effects ◽  
Individual Achievement ◽  
Reading Measures ◽  
Language Measures

Oral language and word reading skills have important effects on reading comprehension. The Wechsler Individual Achievement Test–Third Edition (WIAT-III) measures both skill sets, but little is known about their specific effects on reading comprehension within this battery. Path analysis was used to evaluate the collective effects of reading and oral language measures on reading comprehension in a total of 456 students referred for special education evaluations. Students were split randomly into two groups (calibration and validation) for model construction and testing. Results indicate that these measures demonstrate a number of effects on reading measures that go beyond the expressive/receptive distinction in the test manual and add to the validity evidence for the WIAT-III. Implications for practice and study limitations are discussed.

The Language-Reading Relationship in Normal and Reading-Disabled Children

1991 ◽  
Vol 34 (1) ◽  
pp. 129-140 ◽  
Author(s):  
Lynn S. Snyder ◽  
Doris M. Downey
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Oral Language ◽  
Word Retrieval ◽  
Sentence Completion ◽  
Disabled Children ◽  
Normally Achieving ◽  
Children's Reading ◽  
Children’S Reading ◽  
Reading Disabled

In this study, the word retrieval, phonological awareness, sentence completion, and narrative discourse processing skills of 93 reading-disabled and 93 normally achieving subjects from 8 to 14 years of age were compared. The subjects were matched for age, sex, and neighborhood. Results revealed that the two groups differed significantly on the time and accuracy of word retrieval, their ability to produce a syntactically appropriate structure in a sentence completion task, their retelling of stories that had been read to them, their answers to questions about the stories, and their inferences. Further analysis revealed that the variance in the younger reading-disabled children’s reading comprehension scores was best accounted for by their performance on the sentence completion and word retrieval measures; the inferencing skills of the older reading-disabled children best accounted for the variance in their reading comprehension. By contrast, the younger normally achieving children’s reading comprehension scores were best accounted for by their sentence completion, the proportion of the stories that they retold, and word retrieval scores. The proportion of stories retold and the phonological awareness score of the older normally achieving children best accounted for the variance in their reading scores. These findings suggest that the oral language skills of normally achieving and reading-disabled children may relate differently to their reading comprehension at different age levels.

scholarly journals Development of Reading Comprehension in Bilingual and Monolingual Children—Effects of Language Exposure

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 166
Author(s):  
Theodora Papastefanou ◽  
Theodoros Marinis ◽  
Daisy Powell
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Minority Language ◽  
Transparent Orthography ◽  
Area Of Interest ◽  
Oral Language Skills ◽  
Language Exposure

The current study aimed at investigating the performance of bilingual children with English as an additional language (EAL) on language and literacy measures compared to monolinguals across the first four years of primary school in the U.K. Moreover, it addressed whether bilinguals and monolinguals’ performance on reading comprehension was consistent with the Simple View of Reading. An additional area of interest was to examine the extent to which use of and exposure to both heritage and majority language affected the development of the children’s reading comprehension in both of their spoken languages. A total of forty bilingual and forty monolingual children were assessed in oral language skills and decoding in Year 1 and Year 3 in primary school. After one school year, they were assessed in oral language skills, decoding, and reading comprehension in Year 2 and Year 4. The results showed that the bilinguals performed better than the monolinguals in decoding in all years, suggesting that exposure to a first language with transparent orthography (Greek) may benefit the development of word reading skills. However, the bilinguals scored lower in oral language skills and reading comprehension than their monolingual peers. This finding underlined the significant role of oral language skills in the development of bilinguals’ reading comprehension. Both oral language skills and decoding contributed to reading comprehension in bilinguals but the effects of oral language skills on reading comprehension were stronger than the effects of decoding. Finally, we found that language use of the minority language outside the home could significantly predict reading comprehension in the minority language, underlining the importance of language exposure through complementary schools and other activities outside the home to the maintenance and development of the heritage language.

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