Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

2017 ◽  
Vol 31 (8) ◽  
pp. 1741-1764 ◽  
Author(s):  
Alexandra Gottardo ◽  
Amna Mirza ◽  
Poh Wee Koh ◽  
Aline Ferreira ◽  
Christine Javier
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Morphological Awareness ◽  
Syntactic Knowledge

scholarly journals The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis

2018 ◽  
Vol 88 (3) ◽  
pp. 366-400 ◽  
Author(s):  
Mercedes Spencer ◽  
Richard K. Wagner
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Listening Comprehension ◽  
Meta Analysis ◽  
Poor Reading ◽  
Syntactic Knowledge ◽  
Specific Reading ◽  
Oral Language Skills ◽  
Comprehension Deficit ◽  
Practical Implications

The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = −0.78, 95% confidence interval, CI [−0.89, −0.68], but these deficits were not as severe as their deficit in reading comprehension (d = −2.78, 95% CI [−3.01, −2.54]). When compared with reading comprehension age–matched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [−0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.

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