scholarly journals Reading comprehension and immersion schooling: evidence from component skills

2016 ◽  
Vol 20 (1) ◽  
pp. e12454 ◽  
Author(s):  
Laura Birke Hansen ◽  
Julia Morales ◽  
Pedro Macizo ◽  
Jon Andoni Duñabeitia ◽  
David Saldaña ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Component Skills

Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens

2018 ◽  
Vol 52 (3) ◽  
pp. 232-246 ◽  
Author(s):  
Megan O’Connor ◽  
Esther Geva ◽  
Poh Wee Koh
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
Listening Comprehension ◽  
English Language ◽  
Semantic Knowledge ◽  
Grade 5 ◽  
Poor Comprehenders ◽  
Component Skills ◽  
Lexical Quality

This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants included 94 EL1 and 178 ELL Grade 5 students from diverse home-language backgrounds. Latent profile analyses conducted separately for ELLs and EL1s provided support for the lexical quality hypothesis in both groups, with the emergence of two profiles: A poor comprehenders profile was associated with poor word-reading-related skills (phonological awareness and orthographic processing) and with poor language-related skills (semantic knowledge and, to a lesser extent, listening comprehension). The good comprehenders profile was associated with average or above-average performance across the component skills, demonstrating that good reading comprehension is the result of strong phonological and orthographic processing skills as well as strong semantic and listening comprehension skills. The good and poor comprehenders profiles were highly similar for ELL and EL1 groups. Conversely, poor comprehenders struggled with these same component skills. Implications for assessment and future research are discussed.

scholarly journals A Different View on the Simple View of Reading

2021 ◽  
pp. 074193252110634
Author(s):  
Kenn Apel
Keyword(s):  
Reading Comprehension ◽  
Language Awareness ◽  
Simple View Of Reading ◽  
Simple View ◽  
Wide Range ◽  
Component Skills ◽  
Educational Implications ◽  
Linguistic Comprehension ◽  
Metalinguistic Skills ◽  
General Component

The simple view of reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures that differed from each other. Many of those tasks did not align with the concept of linguistic comprehension originally proposed. Regardless, the studies’ outcomes were similar: The SVR model adequately represents the process of reading comprehension. In this article, I propose a common thread that links those diverse measurement tasks; all the tasks measured students’ metalinguistic skills. In fact, the findings from these studies mirror those found from investigations directly measuring the influence of language awareness abilities on reading comprehension. I conclude the article with the theoretical and educational implications of taking a different view of the second component of the SVR model.

The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers

2020 ◽  
pp. 002221942093213
Author(s):  
Nathan H. Clemens ◽  
Yu-Yu Hsiao ◽  
Kejin Lee ◽  
Amanda Martinez-Lincoln ◽  
Clinton Moore ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Test Performance ◽  
Reading Test ◽  
Adolescent Readers ◽  
Component Skills ◽  
Struggling Adolescent Readers ◽  
Text Reading ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: The Gates-MacGinitie Reading Test, 4th edition (GMRT), Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test, 5th edition (GORT-5), and the Test of Silent Reading Efficiency and Comprehension (TOSREC). Students’ word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed.

scholarly journals Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography

2017 ◽  
Vol 5 (3) ◽  
pp. 448
Author(s):  
Xiangying Jiang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Fluency ◽  
Empirical Studies ◽  
First Language ◽  
Adult Esl ◽  
Component Skills ◽  
Text Reading ◽  
Decoding Efficiency

<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>

scholarly journals Individual Differences in Children’s Scientific Reasoning

2021 ◽  
Vol 11 (9) ◽  
pp. 471 ◽  
Author(s):  
Erika Schlatter ◽  
Ard W. Lazonder ◽  
Inge Molenaar ◽  
Noortje Janssen
Keyword(s):  
Reading Comprehension ◽  
Individual Differences ◽  
Problem Solving ◽  
Science Teachers ◽  
Scientific Reasoning ◽  
Reasoning Task ◽  
Problem Solving Skills ◽  
Numerical Ability ◽  
Component Skills ◽  
Primary Schoolchildren

Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component skills and did not require them to read. In addition, children took standardized tests of reading comprehension and numerical ability and completed the Tower of Hanoi task to measure their problem-solving skills. As expected, children differed substantially from one another. Generally, scores were highest for experimenting, lowest for evaluating data and drawing conclusions and intermediate for hypothesizing and inferencing. Reading comprehension was the only predictor that explained individual variation in scientific reasoning as a whole and in all component skills except hypothesizing. These results suggest that researchers and science teachers should take differences between children and across component skills into account. Moreover, even though reading comprehension is considered a robust predictor of scientific reasoning, it does not account for the variation in all component skills.

Meeting Expectations? An Empirical Investigation of a Standards-Based Assessment of Reading Comprehension

2006 ◽  
Vol 28 (4) ◽  
pp. 315-333 ◽  
Author(s):  
André A. Rupp ◽  
Nonie K. Lesaux
Keyword(s):  
Reading Comprehension ◽  
Fourth Grade ◽  
Instructional Planning ◽  
Significant Heterogeneity ◽  
Instructional Interventions ◽  
Proficiency Level ◽  
Component Skills ◽  
And Performance ◽  
The Relationship ◽  
Proficiency Classifications

The present study was designed to examine the relationship between performance on a standards-based assessment of reading comprehension in fourth grade and performance on a diagnostic battery of component skills of reading for a cohort of children who were followed from kindergarten through fourth grade. The findings demonstrate that the relationship between performance on component skills of reading and the proficiency classifications from the standards-based assessment is generally weak. They also demonstrate that the relationship between the proficiency classifications and a norm-referenced diagnostic measure of reading comprehension is only moderate. Furthermore, the study shows that the broad proficiency-level classifications of the standards-based assessment mask significant heterogeneity in children’s performance on some of the component skills assessed, both within and across proficiency classifications. In turn, the ability of the standards-based assessment results to inform instructional interventions is low. The implications of these findings for instructional planning within standards-based accountability systems are discussed.

scholarly journals Text comprehension in Czech fourth-grade children with dyslexia

2017 ◽  
Vol 5 (1) ◽  
pp. 1-19
Author(s):  
Klára Špačková
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Text Comprehension ◽  
Listening Comprehension ◽  
Word Reading ◽  
Educational Practice ◽  
Fourth Grade ◽  
Comprehension Task ◽  
Developing Readers ◽  
Component Skills

AbstractIn the Czech Republic, the concept of dyslexia is used as a global term for various developmental deficiencies relating to reading skills. The criteria used for dyslexia are not clear and intervention is solely focused on word reading training. Not much is known about the pattern and level of reading comprehension abilities among Czech readers. The study examines reading comprehension and its component skills (decoding and listening comprehension abilities) in 32 Czech fourth-grade children with a formal diagnosis of dyslexia and their classmates (N=126). In decoding tests, the children with dyslexia surprisingly lagged behind most significantly in a task concerning speed and accuracy in context reading. Contrary to expectations, the children with dyslexia also showed inferiority in a listening comprehension task. In reading comprehension measures, in comparison to the typically developing readers, the children with dyslexia achieved the best results in a oral reading comprehension task. The results are discussed with respect to Czech counselling and educational practice and the need for changes in the current support system and terminology is stressed.

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