Explaining Variance in Comprehension for Students in a High-Poverty Setting

Autor/inn/en	Conradi, Kristin; Amendum, Steven J.; Liebfreund, Meghan D.
Titel	Explaining Variance in Comprehension for Students in a High-Poverty Setting
Quelle	In: Reading & Writing Quarterly, 32 (2016) 5, S.427-453 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2014.994251
Schlagwörter	Poverty; Reading; Reading Instruction; Reading Comprehension; Decoding (Reading); Reading Motivation; Spelling; Elementary School Students; Multiple Regression Analysis; Oral Reading; Semantics; Charter Schools; Urban Areas; Grade 2; Grade 3; Grade 4; Grade 5; Reading Achievement; Literacy; Literacy Education; Reading Skills; Sight Method; Reading Tests; Silent Reading; Correlation; Reading Programs; Self Concept; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? Armut; Leseprozess; Lesen; Leseunterricht; Leseverstehen; Dekodierung; Lesemotivation; Schreibweise; Oral work; Reading; Mündliche Übung; Semantik; Charter school; Charter-Schule; Urban area; Stadtregion; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Look-and-say method; Ganzheitsmethode; Lesetest; Stilles Lesen; Korrelation; Selbstkonzept
Abstract	This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading comprehension varied based on 2 different measures of comprehension. The sample included 52 elementary-age participants from 1 high-poverty school. Multiple regression analyses revealed that factors were related differently to comprehension depending on the measures used. Specifically, fluency accounted for most of the variance in silent reading comprehension but a smaller proportion of the variance in oral reading comprehension. For the oral reading comprehension measure, semantic knowledge was the most influential predictor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01