Bilingual Spanish/English–Speaking Children's Sentence Reading Comprehension

2012 ◽  
Vol 19 (2) ◽  
pp. 58-65
Author(s):  
Sandra Levey ◽  
Henriette W. Langdon ◽  
Deborah Rhein
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
Receptive Vocabulary ◽  
Early Screening ◽  
Reading Tests ◽  
Sentence Reading ◽  
Number Of Factors ◽  
English Speaking ◽  
Word Discrimination ◽  
Single Word Reading

A number of factors were examined to determine which were associated with 40 bilingual Spanish/English–speaking children's sentence reading comprehension (SRC). In our study, 40 bilingual Spanish/English–speaking children, age ranged from 8.07 to 14.96 years, completed nonword repetition, spoken language, receptive vocabulary, single word reading (SWR), and novel word discrimination tests, with all language and reading tests administered in English. Parents' occupations, the report of the language used in interaction with friends (English vs. Spanish), age, and academic grade were also considered as possible factors for SRC. Our results found that receptive vocabulary and SWR accounted for intact SRC. Findings revealed that 13 of the 40 bilingual children (32.5%) presented with SRC difficulties. However, only 2 of these 13 children were identified with reading difficulties prior to their participation in this study, suggesting that early screening is essential to prevent later literacy difficulties.

Relationship Between Single Word Reading, Connected Text Reading, and Reading Comprehension in Persons With Aphasia

2020 ◽  
Vol 29 (4) ◽  
pp. 2039-2048
Author(s):  
Kimberly G. Smith ◽  
Anna E. Ryan
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Word Reading ◽  
Silent Reading ◽  
Single Word ◽  
Reading Tests ◽  
Reading Accuracy ◽  
Connected Text ◽  
Text Reading ◽  
Single Word Reading

Purpose This study examined the relationship between single word reading, connected text reading, and comprehension in persons with aphasia. Method Thirteen persons with aphasia read orally from the Arizona Battery for Reading and Spelling real-word and nonword lists and the Gray Oral Reading Tests–Fifth Edition. The comprehension questions following each paragraph of the Gray Oral Reading Tests–Fifth Edition were answered and scored. The Reading Comprehension Battery for Aphasia–Second Edition provided a measure of silent reading comprehension. Descriptive statistics and Spearman correlation were used to examine associations among reading measures. Results Persons with aphasia showed associations between single word reading and connected text reading accuracy; however, single word reading ability was not associated with oral or silent reading comprehension. Conclusions Although preliminary, the findings provide support for word-level reading abilities underlying connected text reading accuracy but suggest additional cognitive mechanisms are involved in text-level reading comprehension that are not explained by single word reading alone. The findings indicate clinicians should use caution when inferring comprehension abilities from single word reading performance as reading comprehension abilities are likely best assessed using text-level comprehension assessments.

scholarly journals Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021 ◽  
Vol 11 (7) ◽  
pp. 828
Author(s):  
Maja Roch ◽  
Kate Cain ◽  
Christopher Jarrold
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Autism Spectrum ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
Reading Accuracy

Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.

Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading–Matched Typically Developing Children

2022 ◽  
pp. 1-16
Author(s):  
Alison Prahl ◽  
C. Melanie Schuele
Keyword(s):  
Down Syndrome ◽  
Reading Comprehension ◽  
Listening Comprehension ◽  
Word Reading ◽  
Effect Sizes ◽  
Typically Developing ◽  
Reading Success ◽  
Comprehension Skills ◽  
English Speaking ◽  
The Mean

Purpose: The purpose of this study was to explore the reading comprehension and listening comprehension performance of English-speaking children with Down syndrome (DS) compared with word reading–matched typically developing (TD) children. Method: Participants included 19 individuals with DS ( M age = 17;2 [years;months], range: 11;1–22;9) and 19 word reading–matched TD children ( M age = 7;2, range: 6;6–8;1). Participants completed three norm-referenced measures of reading comprehension and three norm-referenced measures of listening comprehension. Dependent variables were raw scores on each measure, with the exception of scaled scores on one reading comprehension measure. Results: Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for two of three reading comprehension measures. The mean raw scores were lower for the DS group than the TD group, with large effect sizes. Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for three of three listening comprehension measures. The mean raw scores on the three measures were lower for the DS group than the TD group, with large effect sizes. Conclusions: The DS group, despite being matched on word reading to the TD group, demonstrated reduced reading comprehension skills as compared with the TD group. Thus, as individuals with DS acquire word reading skills, it appears that they are unable to translate word reading success to achieve reading comprehension at the expected level (i.e., as indexed by typical readers). The between-groups differences in listening comprehension suggest that deficits in listening comprehension likely are a barrier to reading comprehension proficiency for children with DS. Listening comprehension may be a malleable factor that can be targeted to improve reading comprehension outcomes for individuals with DS.

scholarly journals Neural correlates of oral word reading, silent reading comprehension, and cognitive subcomponents

2017 ◽  
Vol 42 (3) ◽  
pp. 342-356 ◽  
Author(s):  
Zhichao Xia ◽  
Linjun Zhang ◽  
Fumiko Hoeft ◽  
Bin Gu ◽  
Gaolang Gong ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Sentence Comprehension ◽  
Word Reading ◽  
Superior Temporal Gyrus ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Sentence Reading ◽  
Calcarine Fissure ◽  
Age Range

The ability to read is essential for cognitive development. To deepen our understanding of reading acquisition, we explored the neuroanatomical correlates (cortical thickness; CT) of word-reading fluency and sentence comprehension efficiency in Chinese with a group of typically developing children ( N = 21; 12 females and 9 males; age range 10.7–12.3 years). Then, we investigated the relationship between the CT of reading-defined regions and the cognitive subcomponents of reading to determine whether our study lends support to the multi-component model. The results demonstrated that children’s performance on oral word reading was positively correlated with CT in the left superior temporal gyrus (LSTG), left inferior temporal gyrus (LITG), left supramarginal gyrus (LSMG) and right superior temporal gyrus (RSTG). Moreover, CT in the LSTG, LSMG and LITG uniquely predicted children’s phonetic representation, phonological awareness, and orthography–phonology mapping skills, respectively. By contrast, children’s performance on sentence-reading comprehension was positively correlated with CT in the left parahippocampus (LPHP) and right calcarine fissure (RV1). As for the subcomponents of reading, CT in the LPHP was exclusively correlated with morphological awareness, whereas CT in the RV1 was correlated with orthography–semantic mapping. Taken together, these findings indicate that the reading network of typically developing children consists of multiple sub-divisions, thus providing neuroanatomical evidence in support of the multi-componential view of reading.

Validity of Multiple-Sentence Reading Comprehension Tests for Aphasic Adults

1986 ◽  
Vol 51 (1) ◽  
pp. 82-87 ◽  
Author(s):  
L. E. Nicholas ◽  
D. L. MacLennan ◽  
R. H. Brookshire
Keyword(s):  
Differential Diagnosis ◽  
Reading Comprehension ◽  
Reading Test ◽  
Reading Tests ◽  
Test Items ◽  
Sentence Reading ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

This study assessed the passage dependency of multiple-sentence reading test items from the Boston Diagnostic Aphasia Examination (Goodglass & Kaplan, 1983), the Minnesota Test for Differential Diagnosis of Aphasia (Schuell, 1965), Examining for Aphasia (Eisenson, 1954), the Reading Comprehension Battery for Aphasia (LaPointe & Horner, 1979), and the Western Aphasia Battery (Kertesz, 1982). More than half of the test items from these reading tests were answered correctly by a significantly greater than chance number of both aphasic and non-brain-damaged adults without reading the passages whose comprehension the items purported to test. These results suggest that published tests for assessing aphasic persons' comprehension of multiple-sentence passages do not provide valid estimates of such persons' ability to comprehend information from printed texts.

scholarly journals Orthographic processing: A ‘mid-level’ vision of reading: The 44th Sir Frederic Bartlett Lecture

2018 ◽  
Vol 71 (2) ◽  
pp. 335-359 ◽  
Author(s):  
Jonathan Grainger
Keyword(s):  
Word Reading ◽  
Letter Position ◽  
Theoretical Framework ◽  
Orthographic Processing ◽  
Linguistic Processing ◽  
Position Information ◽  
Skilled Readers ◽  
Sentence Reading ◽  
Orthographic Similarity ◽  
Single Word Reading

I will describe how orthographic processing acts as a central interface between visual and linguistic processing during reading, and as such can be considered to be the ‘mid-level vision’ of reading research. In order to make this case, I first summarize the evidence in favour of letter-based word recognition before examining work investigating how orthographic similarities among words influence single word reading. I describe how evidence gradually accumulated against traditional measures of orthographic similarity and the associated theories of orthographic processing, forcing a reconsideration of how letter-position information is represented by skilled readers. Then, I present the theoretical framework that was developed to explain these findings, with a focus on the distinction between location-specific and location-invariant orthographic representations. Finally, I describe work extending this theoretical framework in two main directions: first, to the realm of reading development, with the aim to specify the key changes in the processing of letters and letter strings that accompany successful learning to read, and second, to the realm of sentence reading, in order to specify how orthographic information can be processed across several words in parallel, and how skilled readers keep track of which letters belong to which words.

scholarly journals A Bilingual Perspective on the Possible Universality of Phonological Awareness Skills Across Two Languages

2020 ◽  
Vol 2 (2) ◽  
pp. p1
Author(s):  
Victor Martinelli ◽  
Bernardette Brincat
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Reading Performance ◽  
Pragmatic Language ◽  
Statistical Regression ◽  
Language Abilities ◽  
Reading Tests ◽  
Components Analysis ◽  
Reading Measures ◽  
Single Word Reading

Reading comprehension relies on the integration of phonological, semantic, syntactic and pragmatic language abilities. The current study investigated phonological awareness in six-year-old children’s mastery of reading in Maltese and English. The researchers recruited eighty-two bilingual participants attending bilingual schools in Malta and administered two parallel batteries comprising parallel word reading tests and phonological tasks in the two languages. Principal components analysis identified clear componential structures in both of the phonological batteries (Maltese and English). A statistical regression analysis identified similar phonological underpinnings across the two single word reading measures. Specific measures of phonological awareness constituted common phonological underpinnings of reading performance in both Maltese and English, if to different degrees. The results support the notion of similarity in the patterns of association of skills sustaining reading across Maltese and English in bilingual children. The view that the phonological skills underpinning reading development across alphabetic languages may not differ substantially between different orthographies is supported.

scholarly journals Reading sentences in Serbian: Effects of alphabet and reading mode in self-paced reading task

Psihologija ◽  
2012 ◽  
Vol 45 (4) ◽  
pp. 361-376
Author(s):  
Dusan Vejnovic ◽  
Tamara Jovanovic
Keyword(s):  
Word Processing ◽  
Word Reading ◽  
Reading Speed ◽  
Reading Aloud ◽  
Silent Reading ◽  
Single Word ◽  
Reading Task ◽  
Sentence Reading ◽  
Entire Sentence ◽  
Single Word Reading

The study examined the influence of alphabet (Cyrillic vs. Latin) and reading mode (silent reading vs. reading aloud) on sentence reading speed in Serbian. Entire-sentence and single-word reading times were obtained from the moving window paradigm in the self-paced sentence reading task. Sentences printed in Latin took less time for reading than sentences printed in Cyrillic and silent reading was more rapid than reading aloud. Single-word processing results followed the pattern observed in entire-sentence analysis. Faster reading of Latin sentences and words is likely a consequence of subjects? predominant exposure to this alphabet. Reading aloud was slower than silent reading due to the articulation process, which is present in the former but not in the latter. The effect of the alphabet did not depend on reading mode, suggesting that the two modes of reading involve essentially same cognitive processes. Aloud reading procedures do not seem inappropriate for the research of bialphabetism.

Reading comprehension

2016 ◽  
Vol 29 (2) ◽  
pp. 613-639
Author(s):  
Aline Ferreira ◽  
Alexandra Gottardo ◽  
Christine Javier ◽  
John W. Schwieter ◽  
Fanli Jia
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Oral Language ◽  
Word Reading ◽  
Economic Status ◽  
First Language ◽  
L2 Acquisition ◽  
English Speaking ◽  
L1 And L2 ◽  
The Given

The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

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