Literaturnachweis - Detailanzeige
| Autor/inn/en | van Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo |
|---|---|
| Titel | Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children with Intellectual Disabilities |
| Quelle | In: Scientific Studies of Reading, 22 (2018) 4, S.321-334 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (van Wingerden, Evelien) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-8438 |
| DOI | 10.1080/10888438.2018.1446435 |
| Schlagwörter | Children; Mild Intellectual Disability; Reading Comprehension; Longitudinal Studies; Decoding (Reading); Listening Comprehension; Language Skills; Nonverbal Ability; Logical Thinking; Cognitive Ability; Foreign Countries; Elementary School Students; Statistical Analysis; Multiple Regression Analysis; Structural Equation Models; Netherlands; Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test; Digit Span Test; Raven Progressive Matrices |
| Abstract | The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children were assessed for level of reading comprehension (outcome variable) and its precursors decoding and listening comprehension, in addition to linguistic skills (foundational literacy skills, rapid naming, phonological short-term memory, verbal working memory, vocabulary, and grammar) and non-linguistic skills (nonverbal reasoning and temporal processing). Reading comprehension was predicted by decoding and listening comprehension but also by foundational literacy skills and nonverbal reasoning. It is concluded that intellectual disabilities can affect the development of reading comprehension indirectly via linguistic skills but also directly via nonlinguistic nonverbal reasoning ability. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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