Reading Comprehension, Working Memory and Higher-Level Language Skills in Children with SLI and/or Dyslexia

Autor/inn/en	Wong, Anita M.-Y.; Ho, Connie S.-H.; Au, Terry K.-F.; McBride, Catherine; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine C.-C.
Titel	Reading Comprehension, Working Memory and Higher-Level Language Skills in Children with SLI and/or Dyslexia
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 2, S.337-361 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9678-0
Schlagwörter	Foreign Countries; Short Term Memory; Reading Comprehension; Age Differences; Children; Sino Tibetan Languages; Oral Language; Word Recognition; Language Impairments; Dyslexia; Evaluation; Regression (Statistics); Classification; Comparative Analysis; Inferences; Comorbidity; China + Suchen Sie Ihr Suchwort? Ausland; Kurzzeitgedächtnis; Leseverstehen; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Oral interpretation; Mündlicher Sprachgebrauch; Worterkennung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Evaluierung; Regression; Regressionsanalyse; Classification system; Klassifikation; Klassifikationssystem; Inference; Inferenz
Abstract	This study examined (1) whether working memory and higher-level languages skills--inferencing and comprehension monitoring--accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8-9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01