Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups

2020 ◽  
pp. 073194872095814
Author(s):  
Ae-Hwa Kim ◽  
Ui Jung Kim ◽  
Jae Chul Kim ◽  
Sharon Vaughn
Keyword(s):  
Reading Achievement ◽  
Grade Level ◽  
Rapid Naming ◽  
Primary Grade ◽  
Poor Readers ◽  
Linguistic Variables ◽  
Intermediate Grade ◽  
Cognitive Linguistic ◽  
Poor Comprehenders ◽  
Average Readers

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3) and intermediate grade level (i.e., Grades 4–6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: “very poor word readers and poor comprehenders,” “poor readers,” and “average readers.” Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: “very significantly poor readers,” “very poor readers,” “average word readers but poor comprehenders,” and “average readers.” Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies.

Poor oral discourse skills are the key cognitive-linguistic weakness of Chinese poor comprehenders: A three-year longitudinal study

2019 ◽  
Vol 39 (3) ◽  
pp. 281-297 ◽  
Author(s):  
Cathy Yui-Chi Fong ◽  
Connie Suk Han Ho
Keyword(s):  
Reading Difficulties ◽  
First Grade ◽  
Cognitive Profiles ◽  
Oral Discourse ◽  
Word Decoding ◽  
Cognitive Linguistic ◽  
Poor Comprehenders ◽  
Discourse Skills ◽  
Normal Word ◽  
Average Readers

Prior research on reading difficulties has mainly focused on word decoding problems. However, there exists another group of children – poor comprehenders (PCs) – who have normal word decoding abilities but difficulties in reading comprehension. Less is known about PCs especially in non-alphabetic languages such as Chinese. This study identified three groups – poor decoders, PCs, and average readers – among 103 Chinese children at the end of first grade. Children’s performances in reading and cognitive-linguistic measures, both concurrently at first grade and retrospectively at kindergarten levels two and three, were then compared among the three groups. This study is the first to demonstrate the distinct cognitive profiles of poor decoders and PCs in Chinese. The key cognitive-linguistic weaknesses of Chinese PCs were found to be in oral discourse skills and working memory. The retrospective data further revealed their oral discourse weakness as early as in preschool years at age 5. Practically, the necessity of developing assessment and intervention tools that focus on oral discourse skills for Chinese PCs is highlighted.

Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities

2018 ◽  
Vol 85 (3) ◽  
pp. 329-346 ◽  
Author(s):  
Allison F. Gilmour ◽  
Douglas Fuchs ◽  
Joseph H. Wehby
Keyword(s):  
Achievement Gap ◽  
Reading Achievement ◽  
Students With Disabilities ◽  
Grade Level ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Typically Developing ◽  
Federal Policies ◽  
Reading Achievement Gap ◽  
Improve Access

Federal policies have aimed to improve access to grade-level curriculum for students with disabilities (SWD). Current conceptualizations of access posit that it is evidenced by students’ academic outcomes. In a meta-analysis of 180 effect sizes from 23 studies, we examined access as outcomes by estimating the size of the gap in reading achievement between students with and without disabilities. Findings indicated that SWDs performed 1.17 standard deviations, or more than 3 years, below typically developing peers. The reading gap varied by disability label but not by other student and assessment characteristics. We discuss implications for access to grade-level curriculum and potential reasons for why the achievement gap is so large despite existing policies.

Uses and abuses of the number line

1964 ◽  
Vol 11 (7) ◽  
pp. 478-482
Author(s):  
Thomas Glbney
Keyword(s):  
Mathematics Teachers ◽  
Grade Level ◽  
Elementary Mathematics ◽  
Number Line ◽  
Primary Grade ◽  
Mathematical Concepts ◽  
Teaching Device ◽  
The Past ◽  
Teacher Use

The group of elementary mathematics teachers who have never used a number line as a teaching device is becoming smaller each year. During the past three years many articles have been written and many guides prepared to help a teacher use the number line in introducing mathematical concepts to students at the primary grade level.

Reading Problems at the Intermediate-Grade Level

1940 ◽  
Vol 40 (10) ◽  
pp. 737-746 ◽  
Author(s):  
Emmett A. Betts
Keyword(s):  
Grade Level ◽  
Reading Problems ◽  
Intermediate Grade

Hemispheric Laterality for Spatial Analysis in Children with Reading Problems

1986 ◽  
Vol 63 (2) ◽  
pp. 537-538 ◽  
Author(s):  
Sarah Grogan
Keyword(s):  
Spatial Perception ◽  
Visual Display ◽  
Spatial Processing ◽  
Poor Readers ◽  
Reading Problems ◽  
Left Hand ◽  
The Poor ◽  
Average Intelligence ◽  
Left And Right ◽  
Average Readers

Lateralisation for tactile-spatial perception was studied in 21 10- to 15-yr.-old boys of average intelligence who were underachieving in reading and 21 matched controls. Controls showed a significant advantage at recognising shapes on a visual display when they had been actively felt with the left hand. There was no difference between left- and right-hand scores in the poor readers. This supports Witelson's (1977) finding that poor readers are less lateralised for spatial-processing than are average readers.

Deficient syntactic control in poor readers: Is a weak phonetic memory code responsible?

1981 ◽  
Vol 2 (3) ◽  
pp. 201-212 ◽  
Author(s):  
Brian Byrne
Keyword(s):  
Relative Clause ◽  
Grade Level ◽  
Poor Readers ◽  
Second Grade ◽  
Good Readers ◽  
The Poor ◽  
Memory Code ◽  
Normal Subject ◽  
Good And Poor Readers

ABSTRACTGroups of good and poor readers at second-grade level were tested for comprehension of adjectival constructions of the John is eager/easy to please types and of center-embedded relative clause constructions. The poor readers were inferior to good readers in understanding O-type adjectives (easy) but not S-type (eager). As well, they were poorer at comprehending embedded sentences, but only when the sentences described improbable events, ones which reversed the normal subject/object roles. When either noun could, on pragmatic grounds, assume either role, both groups fared equally well. The results are interpreted as casting doubt on recent assertions that deficient use of a phonetic memory code underlies the syntactic inferiority often seen in poor readers. A more pervasive linguistic immaturity is suggested as being involved.

Perceptual Span of Poor Readers

1975 ◽  
Vol 7 (3) ◽  
pp. 297-305 ◽  
Author(s):  
Carl Spring ◽  
Robert Farmer
Keyword(s):  
Linear Relation ◽  
Reading Ability ◽  
Naming Task ◽  
Naming Speed ◽  
Poor Readers ◽  
Perceptual Span ◽  
Phonological Coding ◽  
Average Readers

A model is described attributing narrow perceptual spans of poor readers to abnormally slow phonological coding speed. In a test of the model with elementary-age school boys, (1) poor readers were slower than average readers on a digit naming task; (2) perceptual span for random digits was impaired for poor readers; (3) a linear relation was found between perceptual span and naming speed; and (4) within the limits of reliability, perceptual span and naming speed accounted for the same portion of reading ability variance. Discrepant results are also presented, and possible modifications of the model are discussed.

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