scholarly journals A Study of the Correlation between Syntactic Awareness Characteristics and Reading Comprehension for School-Aged Children with Language-Learning Disabilities in Grades 3-4

2019 ◽  
Vol 24 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Min-Kyeong Cho ◽  
Mibae Kim
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Language Learning ◽  
Syntactic Awareness ◽  
School Aged Children ◽  
Language Learning Disabilities

Comparison of Two Reading Feedback Strategies in Improving the Oral and Written Language Performance of Children With Language-Learning Disabilities

2003 ◽  
Vol 12 (1) ◽  
pp. 16-27 ◽  
Author(s):  
Linda K. Crowe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Language Learning ◽  
Oral Reading ◽  
Written Language ◽  
School Age ◽  
Expressive Vocabulary ◽  
Language Performance ◽  
Language Learning Disabilities ◽  
Feedback Strategies

Twelve school-age children with language-learning disabilities (LLD) participated in a study comparing the effects of two reading feedback strategies for improving their oral and written language performance. Children were matched for age, disability, gender, and general reading performance. Participants were assigned to one of three study groups, Treatment 1 (T1), Treatment 2 (T2), or Control (C). Children were pre- and posttested on standardized tests of reading and oral vocabulary. T1 and T2 participated in 6 weeks of reading intervention. T1 used traditional decoding-based feedback strategies, and T2 used meaning-based feedback strategies, termed Communicative Reading Strategies (CRS). Significant differences across groups were found for reading comprehension, oral reading, and expressive vocabulary measures. Pairwise comparisons indicated that T2 performed significantly better than T1 and C on reading comprehension at posttest. Though not reaching levels of significance, T2 made greater gains than T1 and C on oral reading and expressive vocabulary measures. Results are discussed with implications for using CRS (T2) with school-age poor readers.

Narration Abilities of Children With Language-Learning Disabilities in Response to Oral and Written Stimuli

2001 ◽  
Vol 10 (3) ◽  
pp. 308-319 ◽  
Author(s):  
Heather Harris Wright ◽  
Marilyn Newhoff
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Language Learning ◽  
Cognitive Functions ◽  
Stimulus Presentation ◽  
Presentation Mode ◽  
Relevant Information ◽  
Story Retelling ◽  
Language Learning Disabilities ◽  
Answering Questions

The purpose of the present investigation was to examine story retelling and inference abilities in children with language-learning disabilities (LLD). There were 10 children in the LLD group and 20 who showed normal acquisition of language, 10 of whom were matched for chronological age (NACA) and 10 of whom were matched for language ability (NALA) to an LLD child. Stimuli were both orally presented (Heard Condition) and read silently (Read Condition) by the participants. Four stories were presented in each of these conditions. After each story, participants completed two tasks: retelling the story and answering questions that were either factual or that required inferencing. Generally, results indicated that children with LLD and NALA retold stories and drew inferences more poorly than NACA children regardless of stimulus presentation mode; children with LLD drew inferences best with orally presented stimuli; and children with NACA and NALA drew inferences best with stimuli presented in writing. A number of possible explanations for the differences between groups are discussed, including working memory and attending to relevant information in text, both of which are skills needed for reading comprehension. These children's difficulties in making inferences were attributed to impairments in cognitive functions. Clinically, then, teaching children with LLD to make inferences from both text and oral narratives would address impaired cognitive functions and reading comprehension abilities.

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