Profiles of Oral and Reading Comprehension in Poor Comprehenders

Autor/inn/en	Kelso, Katrina; Whitworth, Anne; Leitão, Suze
Titel	Profiles of Oral and Reading Comprehension in Poor Comprehenders
Quelle	In: Reading & Writing Quarterly, 38 (2022) 6, S.526-543 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1982432
Schlagwörter	Language Processing; Oral Language; Reading Comprehension; Profiles; Student Characteristics; Guidelines; Reading Difficulties; Task Analysis; Vocabulary Skills; Short Term Memory; Verbal Ability; Clinical Diagnosis; Evaluation Methods; Reading Tests; Grammar; Reading Processes; Interference (Learning); Inferences; Text Structure; Foreign Countries; Language Tests; Intelligence Tests; Cognitive Tests; Phonemes; Written Language; Elementary School Students; Australia; Test of Word Reading Efficiency; Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test; Digit Span Test + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Oral interpretation; Mündlicher Sprachgebrauch; Leseverstehen; Charakterisierung; Profilanalyse; Richtlinien; Reading difficulty; Leseschwierigkeit; Aufgabenanalyse; Aktiver Wortschatz; Kurzzeitgedächtnis; Mündliche Leistung; Lesetest; Grammatik; Leseprozess; Inference; Inferenz; Textstruktur; Ausland; Language test; Sprachtest; Intelligence test; Intelligenztest; Kognitiver Fähigkeitstest; Fonem; Geschriebene Sprache; Australien
Abstract	This study aimed to profile the sublexical, lexical, and text level language skills, and cognitive processes of a sub-group of children with poor reading comprehension known as poor comprehenders. An assessment protocol was developed to assess each of the components from Perfetti and Stafura's Reading Systems Framework. A comprehensive profile was obtained for 17 poor comprehenders in School Years 3-6 (aged 8-11 years), each assessed individually. Consistent with previous research, and irrespective of age, the poor comprehenders in this study did not have difficulty with sublexical and word reading skills overall. Unexpectedly, only two children had difficulty with the lower-level language tasks at the Lexicon and sentence sub-level of the Reading Systems Framework. In contrast, 15 poor comprehenders had difficulty with higher-level comprehension processes. All children had weak verbal working memory, supporting previous research findings. The study provides direction for clinical assessment tasks for use with this population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01