Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?

Autor/inn/en	Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K.
Titel	Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?
Quelle	In: Learning Disabilities Research & Practice, 29 (2014) 1, S.3-9 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12024
Schlagwörter	Reading Comprehension; Reading Difficulties; Hypothesis Testing; Grade 1; Grade 2; Grade 3; Cohort Analysis; Decoding (Reading); Vocabulary Development; Word Recognition; Learning Disabilities; Misconceptions; Low Achievement; Reading Achievement; Elementary School Students; Florida; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests; Peabody Picture Vocabulary Test; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Hypothesenprüfung; Hypothesentest; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Kohortenanalyse; Dekodierung; Wortschatzarbeit; Worterkennung; Learning handicap; Lernbehinderung; Missverständnis; Unterdurchschnittliche Leistung; Leseleistung
Abstract	The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling nine cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than 1 percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Although poor reading comprehension certainly qualifies as a major problem rather than a myth, the term specific reading comprehension disability is a misnomer: Individuals with problems in reading comprehension that are not attributable to poor word recognition have comprehension problems that are general to language comprehension rather than specific to reading. Implications for assessment and intervention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10