The Relationship Among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children With Reading Disabilities

2007 ◽  
Vol 50 (4) ◽  
pp. 1093-1109 ◽  
Author(s):  
Justin C. Wise ◽  
Rose A. Sevcik ◽  
Robin D. Morris ◽  
Maureen W. Lovett ◽  
Maryanne Wolf
Keyword(s):  
Reading Comprehension ◽  
Reading Disabilities ◽  
Listening Comprehension ◽  
Reading Skills ◽  
Word Identification ◽  
Expressive Vocabulary ◽  
The Relationship

Lancaster_etal_2021_JRR_preprint

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.

scholarly journals An Investigation of Factors Related to Change in Attitude toward Reading

1972 ◽  
Vol 5 (4) ◽  
pp. 266-272 ◽  
Author(s):  
C. Glennon Rowell
Keyword(s):  
Socioeconomic Status ◽  
Reading Comprehension ◽  
Word Identification ◽  
Control Group ◽  
Significant Relationships ◽  
Basic Word ◽  
Comprehension Skills ◽  
The Relationship ◽  
Reading Comprehension Skills ◽  
Experimental Group

This article describes a study conducted to determine the relationship between change in attitude toward reading and (1) achievement in the basic word identification, vocabulary, and reading comprehension skills, (2) sex, (3) socioeconomic status, and (4) age. While the students in the experimental group made significantly greater gains than the students in the control group in both change in attitude toward reading and achievement in most of the skills tested, statistically significant relationships were found in only four areas. These were between change in attitude toward reading and achievement in (1) recognition of words in isolation, (2) level of comprehension, (3) recognition of letter sounds, and (4) syllabication. No significant relationships were found between change in attitude toward reading and sex, socioeconomic status, and age of the students in the study.

Using Parallel, Narrative-Based Measures to Examine the Relationship Between Listening and Reading Comprehension: A Pilot Study

2020 ◽  
Vol 51 (4) ◽  
pp. 1097-1111
Author(s):  
Douglas B. Petersen ◽  
Trina D. Spencer ◽  
Alisa Konishi ◽  
Tiffany P. Sellars ◽  
Matthew E. Foster ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Pilot Study ◽  
Listening Comprehension ◽  
Oral Narrative ◽  
Third Grade Students ◽  
Confirmatory Factor ◽  
Two Measures ◽  
Language Measures ◽  
The Relationship ◽  
Narrative Language

Purpose The purpose of this pilot study was to determine whether parallel measures of narrative-based listening comprehension and reading comprehension reflected the same construct and yielded comparable scores from a diverse sample of second- and third-grade students. One hundred ten students participated in this study. Method Three listening and three reading comprehension narrative retells and subsequent responses to story questions and vocabulary questions were collected using the Narrative Language Measures Listening and Reading subtests of the CUBED assessment. Results Results indicated a strong correlation between the listening comprehension and reading comprehension measures. Confirmatory factor analysis indicated that the listening and reading comprehension measures loaded onto one factor. Mean scores were not significantly different between the listening and reading comprehension measures, and the equipercentile analyses indicated that the two measures yielded scores that aligned with similar percentile rankings for a diverse sample of students, suggesting symmetry and equity. Conclusion Oral narrative language retells and responses to story and vocabulary questions could potentially serve as proxy measures for reading comprehension for young students.

Computers as Aids in the Prevention and Remediation of Reading Disabilities

1995 ◽  
Vol 18 (2) ◽  
pp. 76-87 ◽  
Author(s):  
Joseph K. Torgesen ◽  
Theodore A. Barker
Keyword(s):  
Reading Disabilities ◽  
Reading Skills ◽  
Word Identification ◽  
Preliminary Evidence ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Connected Text ◽  
Assisted Instruction ◽  
Context Free ◽  
Free Word

This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

scholarly journals Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

2019 ◽  
Vol 41 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Jin Kyoung Hwang ◽  
Jeannette Mancilla-Martinez ◽  
Janna Brown McClain ◽  
Min Hyun Oh ◽  
Israel Flores
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
English Language ◽  
English Proficiency ◽  
Academic English ◽  
Language And Literacy ◽  
Expressive Vocabulary ◽  
English Reading ◽  
English Reading Comprehension ◽  
The Relationship

AbstractVocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually scored measure of expressive vocabulary. In addition, the relationship between conceptually scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners’ first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.

scholarly journals KESULITAN-KESULITAN KHUSUS DALAM PEMAHAMAN BACAAN BAHASA INGGRIS DI KALANGAN PEMBELAJAR LANJUT INDONESIA (TYPICAL READING COMPREHENSION PROBLEMS AMONG INDONESIAN ADVANCED LEARNERS)

Diksi ◽  
2015 ◽  
Vol 13 (2) ◽  
Author(s):  
A. Ghani Johan
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Reading Skills ◽  
Word Identification ◽  
Language Education ◽  
State University ◽  
Education Department ◽  
English Language Education ◽  
Advanced Learners ◽  
Department Faculty

Every learner or group of learners at a certain stage of learning may have certaindifficulties of their own; so is the case with students undertaking English readingcomprehension. There are reading skills presenting reading difficulties toIndonesian learners. Some of them can be overcome at early stages of theirlearning; some others remain inherent problems throughout their study. Teachersfrequently assume that everything they previously presented to their students hasbeen understood and put into practice by their students. The fact is that it is notalways the case. It often turns out that the learners are still not yet able to apply theknowledge that has been taught or the reading skills that has been developed. Thishappens because of incomplete understanding or lack of practice or due to thecomplexity of the language features being studied. On the basis of the writer’sobservation and experience in teaching reading comprehension and translation,the writer opines that there are some language features and constructions inEnglish which present typical problems even to such Indonesian advancedlearners as students at the English Language Education Department, Faculty ofLanguages and Arts, State University of Yogyakarta, in their fourth to eighthsemesters. Those language features and constructions are, among others, nounphrases, free adjuncts or participial phrases, the formal it, the pronouns that andthose, clues to subject-predicate identification, various word functions andmeanings (included in word identification), signals for reading between the lines,and discourse markers.Keywords: typical reading problems, reading skills

scholarly journals The Relationship between Metacognitive Awareness and Receptive Skills of University Students

2020 ◽  
Vol 14 (1) ◽  
pp. 121-127
Author(s):  
Ayu Marsela Erda
Keyword(s):  
Reading Comprehension ◽  
Significant Influence ◽  
Reading Skills ◽  
Metacognitive Awareness ◽  
Listening Skills ◽  
Education Students ◽  
First Semester ◽  
High Level ◽  
The Relationship ◽  
Comprehension Tests

The research investigated the influence of metacognitive awareness on receptive skills in higher education students. Moreover, participants’ level of metacognitive awareness was also taken into account. The research utilized a survey in the form of Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Reading Strategy Inventory (MARSI) and test of listening and reading comprehension to collect the data and multiple regression to analyze it. The participants were 59 English educational students in the first semester of a public university in Yogyakarta. The finding shows there is a significant influence of metacognitive awareness on receptive skills. However, there is the only significant influence of metacognitive awareness on reading skills. In contrast, there is no significant influence of metacognitive awareness on listening skills. Most of the students are categorized at a high level of metacognitive awareness in listening and reading. However, they have relatively poor scores in the D and E categories for both listening and reading comprehension tests. The only skill which has a significant influence on metacognitive awareness is reading skills. Therefore, the findings show that there is no significant influence of metacognitive awareness on listening skills. However, there is a significant influence of metacognitive awareness on reading skills. Further research needs to be conducted to reveal the different influences between reading and listening skills related to metacognitive awareness, as found in the research.

Relationship between Intellectual Status and Reading Skills for Developmentally Disabled Children

1981 ◽  
Vol 52 (3) ◽  
pp. 853-854 ◽  
Author(s):  
Allan Bloom ◽  
Marcella Wagner ◽  
Anna Bergman ◽  
Lisa Altshuler ◽  
Larry Raskin
Keyword(s):  
Learning Styles ◽  
Reading Skills ◽  
Word Identification ◽  
Developmentally Disabled ◽  
Full Scale ◽  
Disabled Children ◽  
Word Comprehension ◽  
Learning Patterns ◽  
Intellectual Status ◽  
The Relationship

The relationship between WISC-R Full Scale IQ and scores on the Woodcock Reading Mastery Tests were explored for 80 developmentally disabled children. While the children's reading skills correlated moderately and significantly with intellectual status, abstract reading skills, e.g., word comprehension, correlated more highly with Full Scale IQ than did concrete ones, e.g., word identification. The development of concrete learning patterns by such children was discussed, with an emphasis on the emotional importance of these learning styles to the children and their families.

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