Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

Download Full-text

Evidence for complementary effects of code- and knowledge-focused reading instruction

Child Language Teaching and Therapy ◽

10.1177/02656590211014246 ◽

2021 ◽

pp. 026565902110142

Author(s):

Meghan Vollebregt ◽

Jana Leggett ◽

Sherry Raffalovitch ◽

Colin King ◽

Deanna Friesen ◽

...

Keyword(s):

Reading Comprehension ◽

Word Recognition ◽

Reading Instruction ◽

Listening Comprehension ◽

Nonsense Word ◽

Dialogic Reading ◽

Written Expression ◽

Word Decoding ◽

School Year ◽

One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

Download Full-text

Theoretical implications of the correlations among English language ability, listening comprehension, and reading comprehension

English Language Teaching ◽

10.17936/pkelt.2008.20.1.010 ◽

2008 ◽

Vol 20 (1) ◽

pp. 207-222 ◽

Cited By ~ 1

Author(s):

Gi-Pyo Park

Keyword(s):

Reading Comprehension ◽

Listening Comprehension ◽

English Language ◽

Language Ability ◽

English Language Ability

Download Full-text

Reading comprehension gains in a differentiated reading intervention in Spanish based on the Simple View

Child Language Teaching and Therapy ◽

10.1177/0265659020967985 ◽

2020 ◽

pp. 026565902096798

Author(s):

Gabriela Silva-Maceda ◽

Blanca Flor Camarillo-Salazar

Keyword(s):

Reading Comprehension ◽

Listening Comprehension ◽

Intervention Group ◽

Group Versus ◽

Control Group ◽

Simple View ◽

Comprehension Skill ◽

School Year ◽

Mixed Analysis ◽

Post Test

This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery of a program designed to target one or both of such components. Fifty-four children from two 1st grade classrooms in a public school in Mexico were screened for difficulties in decoding and listening comprehension at the end of the school year. At the beginning of 2nd grade, 27 students identified with difficulties were randomly assigned to either an intervention ( n = 14) or a control group ( n = 13). Students selected for the targeted intervention attended the sessions aimed at their specific needs: five students with poor decoding only received the Phonological and Orthographic Awareness sessions of the intervention (9 sessions); seven students with poor listening comprehension only attended the Oral Vocabulary sessions (5 sessions); two students with mixed difficulties attended the full program (14 sessions). A 2 × 2 mixed analysis of variance showed that the interaction between the Time and Group variables had a significant effect, i.e. students in the intervention group had significantly higher scores in the post-test evaluation with respect to their baseline and compared to the growth observed in the control group. Results are discussed concerning their implications for teaching practices and for the use of strategies that target reading specific difficulties in students using both oral and written language.

Download Full-text

Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7.

Journal of Educational Psychology ◽

10.1037/a0019319 ◽

2010 ◽

Vol 102 (3) ◽

pp. 635-651 ◽

Cited By ~ 86

Author(s):

Virginia W. Berninger ◽

Robert D. Abbott

Keyword(s):

Reading Comprehension ◽

Listening Comprehension ◽

Written Expression ◽

Oral Expression

Download Full-text

The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills

Remedial and Special Education ◽

10.1177/0741932518762055 ◽

2018 ◽

Vol 39 (5) ◽

pp. 289-303 ◽

Cited By ~ 22

Author(s):

◽

Y. D. Chiu

Keyword(s):

Reading Comprehension ◽

Word Recognition ◽

Phonological Processing ◽

Oral Language ◽

Structural Equation ◽

Listening Comprehension ◽

Equation Model ◽

Simple View Of Reading ◽

Simple View ◽

Grade 3

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition.

Download Full-text

Penerapan Metode Fuzzy C-Means Pada Aplikasi Simulasi TOEFL (Test Of English As A Foreign Language) Berbasis Web (Studi Kasus: Fakultas MIPA Universitas Mulawarman)

Informatika Mulawarman Jurnal Ilmiah Ilmu Komputer ◽

10.30872/jim.v14i1.1954 ◽

2019 ◽

Vol 14 (1) ◽

pp. 17

Author(s):

Rizky Fitriani Kemala ◽

Indah Fitri Astuti ◽

Septya Maharani

Keyword(s):

Reading Comprehension ◽

Foreign Language ◽

Listening Comprehension ◽

Cluster Structure ◽

Written Expression ◽

Fuzzy C Means

Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) di Universitas Mulawarman provinsi Kalimantan Timur merupakan salah satu fakultas yang berbasis pada keilmuan murni. Mahasiswa FMIPA dituntut untuk mampu mengikuti perkembangan ilmu dan teknologi serta meningkatkan penguasaan Bahasa Inggris untuk keperluan akademik. FMIPA mensyaratkan kepada mahasiswa calon lulusan untuk menguasai kemampuan bahasa Inggris sebagai bahasa internasional yang dibuktikan dengan sertifikat Test Of English as a Foreign Language (TOEFL) dengan skor minimal yang telah ditetapkan oleh pihak kampus. Mahasiswa satu dengan yang lain pasti mempunyai kemampuan yang berbeda dalam mengerjakan soal TOEFL, sehingga perlu pengelompokan data skor TOEFL berdasarkan jenis soal yang dikerjakan oleh mahasiswa. Algoritma yang digunakan untuk pengelompokkan adalah Fuzzy C-Means. Fuzzy C-Means adalah suatu teknik pengclusteran data yang mana keberadaan tiap-tiap titik data dalam suatu cluster ditentukan oleh derajat keanggotaan. Sistem aplikasi simulasi TOEFL menggunakan metode Fuzzy C-Means ini dapat mengelompokkan data menjadi beberapa cluster berdasarkan jenis soal dengan skor tertinggi yaitu Cluster Listening Comprehension, Cluster Structure and written expression, dan Cluster Reading Comprehension. Penelitian ini memberikan solusi kepada pengguna agar mempunyai persiapan yang lebih kuat menghadapi ujian TOEFL dan sebagai media belajar bagi siapapun yang ingin meningkatkan kemampuan berbahasa Inggris, juga memberikan saran kepada pengguna yang mempunyai nilai terendah pada jenis soal TOEFL tertentu.

Download Full-text

An Alternative Method for Teaching and Testing Reading Comprehension

TESL Canada Journal ◽

10.18806/tesl.v12i2.652 ◽

1995 ◽

Vol 12 (2) ◽

pp. 50 ◽

Cited By ~ 2

Author(s):

Robert Courchêne

Keyword(s):

Reading Comprehension ◽

Listening Comprehension ◽

Multiple Choice ◽

Original Text ◽

Alternative Method

The summary doze technique, which can be used for both teaching and testing reading and listening comprehension, offers an alternative format to multiple choice. Summary doze exercises are prepared by summarizing the content of the original text into a new text about one third the length. The shortened text is then transformed into a rational doze exercise. The learner, who always has access to the original text, must complete the summary text using the list of choices provided. Research using the technique has shown that it is certainly as good a measure of reading comprehension as the multiple-choice-based format and that it is often more reliable. Considerable experimentation, however, remains to be done concerning the text topic and choice and frequency of deletions.

Download Full-text

Lancaster_etal_2021_JRR_preprint

10.31234/osf.io/3jsbf ◽

2021 ◽

Author(s):

Hope Lancaster ◽

Shelley Gray ◽

Jing Li

Keyword(s):

Reading Comprehension ◽

Visual Attention ◽

Listening Comprehension ◽

Receptive Language ◽

Equation Modeling ◽

Reading Disorder ◽

Selective Visual Attention ◽

Poor Comprehenders ◽

Direct Model ◽

The Relationship

Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension, and reading comprehension in children with and without a reading disorder.Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children (ALSPAC). We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders, and Comorbid Reading Disorder. We included measures of single word reading, nonword reading, spelling, phonological processing, vocabulary, receptive language, nonverbal intelligence, selective attention, and reading comprehension. We used ANOVA, correlations, and structural equation modeling (SEM) to examine the relationship between SVA and reading. We fit two possible models: SVA Indirect and SVA Direct. The difference between these models was the inclusion of a direct path from SVA to reading comprehension.Results: We examined an indirect model, where SVA predicted reading comprehension through word decoding and listening comprehension, and a direct model, which included a pathway from SVA to reading comprehension. Based on our ANOVA and correlation results, we collapsed the Dyslexic, Poor Comprehenders, and Comorbid Reading Disorder Groups for the SEM. We found evidence that for Typical Readers, an indirect model was the best fit, whereas the direct model was the best model for children with a reading disorder.Conclusions: Selective visual attention is related to reading comprehension. This relationship differs for children with and without a reading disorder.

Download Full-text

Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading–Matched Typically Developing Children

American Journal of Speech-Language Pathology ◽

10.1044/2021_ajslp-21-00208 ◽

2022 ◽

pp. 1-16

Author(s):

Alison Prahl ◽

C. Melanie Schuele

Keyword(s):

Down Syndrome ◽

Reading Comprehension ◽

Listening Comprehension ◽

Word Reading ◽

Effect Sizes ◽

Typically Developing ◽

Reading Success ◽

Comprehension Skills ◽

English Speaking ◽

The Mean

Purpose: The purpose of this study was to explore the reading comprehension and listening comprehension performance of English-speaking children with Down syndrome (DS) compared with word reading–matched typically developing (TD) children. Method: Participants included 19 individuals with DS ( M age = 17;2 [years;months], range: 11;1–22;9) and 19 word reading–matched TD children ( M age = 7;2, range: 6;6–8;1). Participants completed three norm-referenced measures of reading comprehension and three norm-referenced measures of listening comprehension. Dependent variables were raw scores on each measure, with the exception of scaled scores on one reading comprehension measure. Results: Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for two of three reading comprehension measures. The mean raw scores were lower for the DS group than the TD group, with large effect sizes. Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for three of three listening comprehension measures. The mean raw scores on the three measures were lower for the DS group than the TD group, with large effect sizes. Conclusions: The DS group, despite being matched on word reading to the TD group, demonstrated reduced reading comprehension skills as compared with the TD group. Thus, as individuals with DS acquire word reading skills, it appears that they are unable to translate word reading success to achieve reading comprehension at the expected level (i.e., as indexed by typical readers). The between-groups differences in listening comprehension suggest that deficits in listening comprehension likely are a barrier to reading comprehension proficiency for children with DS. Listening comprehension may be a malleable factor that can be targeted to improve reading comprehension outcomes for individuals with DS.

Download Full-text