scholarly journals Understanding specific reading comprehension deficit: A review

2017 ◽  
Vol 11 (2) ◽  
pp. e12234 ◽  
Author(s):  
Nicole Landi ◽  
Kayleigh Ryherd
Keyword(s):  
Reading Comprehension ◽  
Specific Reading ◽  
Comprehension Deficit

scholarly journals Anomalous gray matter patterns in specific reading comprehension deficit are independent of dyslexia

2016 ◽  
Vol 66 (3) ◽  
pp. 256-274 ◽  
Author(s):  
Stephen Bailey ◽  
Fumiko Hoeft ◽  
Katherine Aboud ◽  
Laurie Cutting
Keyword(s):  
Reading Comprehension ◽  
Gray Matter ◽  
Specific Reading ◽  
Comprehension Deficit

scholarly journals The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis

2018 ◽  
Vol 88 (3) ◽  
pp. 366-400 ◽  
Author(s):  
Mercedes Spencer ◽  
Richard K. Wagner
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Listening Comprehension ◽  
Meta Analysis ◽  
Poor Reading ◽  
Syntactic Knowledge ◽  
Specific Reading ◽  
Oral Language Skills ◽  
Comprehension Deficit ◽  
Practical Implications

The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = −0.78, 95% confidence interval, CI [−0.89, −0.68], but these deficits were not as severe as their deficit in reading comprehension (d = −2.78, 95% CI [−3.01, −2.54]). When compared with reading comprehension age–matched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [−0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

scholarly journals INVESTIGATING READING COMPREHENSION PROCESSES IN ESP EDUCATION

2021 ◽  
Vol 18 (49) ◽  
pp. 91-105
Author(s):  
Maja Stanojević Gocić ◽  
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Strategic Behavior ◽  
Progress Monitoring ◽  
Text Processing ◽  
Main Idea ◽  
Schema Theory ◽  
Specific Information ◽  
World Knowledge ◽  
Specific Reading

Reading is regarded as a cognitive process of meaning construction, or an interactive process that comprises low-level processes of word recognition and high-level processing of ideas. Schema theory implies the meaning of а text is not embedded in the text itself; it is actually created in an active manner through interaction between the reader and the text, in which readers use their world knowledge to decode text meaning. Accordingly, readers bring their ideas, experience and previously gained knowledge into reading comprehension processes. The attainment of specific reading goals, including main idea comprehension and extracting specific information from the text, requires the employment of various reading strategies. In that sense, strategic behavior is deployed by proficient readers; it enables them to facilitate and improve text comprehension, which is the ultimate aim of the reading skill. 10 ESP students of the College of Applied Professional Studies in Vranje took part in this research as respondents. After completing their reading comprehension assignments, students reported on those tasks by virtue of think-aloud protocols. This type of research may provide an insight into specific problems students encounter during text processing activities, as well as strategies they employ to resolve them, which would facilitate the evaluation of reading performance and progress monitoring. The results imply that strategic training would enable ESP students to efficiently attain both general and specific reading goals.

An Interactive View of Reading Comprehension: Implications for Assessment

2017 ◽  
Vol 48 (2) ◽  
pp. 77-83 ◽  
Author(s):  
Karen K. Wixson
Keyword(s):  
Reading Comprehension ◽  
Student Performance ◽  
Classroom Assessment ◽  
Reading Assessment ◽  
Reading Assessments ◽  
Specific Reading ◽  
Interactive View ◽  
And Task

Purpose This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment. Method It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors. Result Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation. Conclusion This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.

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