Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners

Autor/inn/en	Cho, Eunsoo; Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas
Titel	Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners
Quelle	In: Journal of Learning Disabilities, 55 (2022) 6, S.513-527 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211068355
Schlagwörter	Comorbidity; Problem Solving; Reading Comprehension; Word Problems (Mathematics); Learning Problems; At Risk Students; Language Minorities; Profiles; Comparative Analysis; Student Evaluation; Attention Control; Short Term Memory; Nonverbal Ability; Cognitive Ability; Vocabulary Skills; Listening Comprehension; English (Second Language); Second Language Learning; Measures (Individuals); Reading Tests; Grade 2; Elementary School Students; Mathematics Tests; Screening Tests; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Problemlösen; Leseverstehen; Textaufgabe; Lernproblem; Sprachminderheit; Charakterisierung; Profilanalyse; Schulnote; Studentische Bewertung; Aufmerksamkeitstest; Kurzzeitgedächtnis; Denkfähigkeit; Aktiver Wortschatz; Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Messdaten; Lesetest; School year 02; 2. Schuljahr; Schuljahr 02; Screening-Verfahren
Abstract	The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as "higher order comorbidity" (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n = 70; non-LM n = 89) and not-at-risk (LM n = 44; non-LM n = 114) students were evaluated on foundational academic (word reading, calculation), behavioral (behavioral attention), cognitive (working memory, processing speed, nonverbal reasoning), and language (vocabulary, listening comprehension) measures in English. Results indicated listening comprehension was the only shared risk factor for higher order comorbidity. Furthermore, LM learners were 3 times more likely to be identified as at risk compared with non-LM learners. Finally, among at-risk learners, no differences were found on cognitive dimensions by language status, but LM learners had lower reading and listening comprehension skills than non-LM learners, with a relative advantage in behavioral attention. Results have implications for understanding higher order comorbidity and for developing methods to identify and intervene with higher order comorbidity among the growing population of LM learners. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01