Developmental Differences in the Comprehension and Production of Narratives by Reading-Disabled and Normally Achieving Children

Lynne Feagans; Elizabeth J. Short

doi:10.2307/1129920

The Language-Reading Relationship in Normal and Reading-Disabled Children

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3401.129 ◽

1991 ◽

Vol 34 (1) ◽

pp. 129-140 ◽

Cited By ~ 57

Author(s):

Lynn S. Snyder ◽

Doris M. Downey

Keyword(s):

Reading Comprehension ◽

Phonological Awareness ◽

Oral Language ◽

Word Retrieval ◽

Sentence Completion ◽

Disabled Children ◽

Normally Achieving ◽

Children's Reading ◽

Children’S Reading ◽

Reading Disabled

In this study, the word retrieval, phonological awareness, sentence completion, and narrative discourse processing skills of 93 reading-disabled and 93 normally achieving subjects from 8 to 14 years of age were compared. The subjects were matched for age, sex, and neighborhood. Results revealed that the two groups differed significantly on the time and accuracy of word retrieval, their ability to produce a syntactically appropriate structure in a sentence completion task, their retelling of stories that had been read to them, their answers to questions about the stories, and their inferences. Further analysis revealed that the variance in the younger reading-disabled children’s reading comprehension scores was best accounted for by their performance on the sentence completion and word retrieval measures; the inferencing skills of the older reading-disabled children best accounted for the variance in their reading comprehension. By contrast, the younger normally achieving children’s reading comprehension scores were best accounted for by their sentence completion, the proportion of the stories that they retold, and word retrieval scores. The proportion of stories retold and the phonological awareness score of the older normally achieving children best accounted for the variance in their reading scores. These findings suggest that the oral language skills of normally achieving and reading-disabled children may relate differently to their reading comprehension at different age levels.

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The orthographic code: Developmental trends in reading-disabled and normally-achieving children

Annals of Dyslexia ◽

10.1007/bf02648085 ◽

1991 ◽

Vol 41 (1) ◽

pp. 178-192 ◽

Cited By ~ 37

Author(s):

Steven G. Zecker

Keyword(s):

Developmental Trends ◽

Normally Achieving ◽

Orthographic Code ◽

Reading Disabled

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Auditory Temporal Acuity in Normally Achieving and Learning-Disabled College Students

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3501.148 ◽

1992 ◽

Vol 35 (1) ◽

pp. 148-156 ◽

Cited By ~ 31

Author(s):

Betty U. Watson

Keyword(s):

College Students ◽

Reading Disability ◽

Temporal Processing ◽

Verbal Memory ◽

The Other ◽

Temporal Acuity ◽

Auditory Temporal Processing ◽

Normally Achieving ◽

Significant Difference ◽

Reading Disabled

Recent research has suggested that deficits in several metalinguistic/phonological abilities, such as short-term verbal memory and phoneme segmentation, may be etiologic factors in specific reading disability, and it has been speculated that these weaknesses may result from a more fundamental deficit in the processing of temporal, auditory stimuli. This study examined the auditory temporal processing skills of reading-disabled, math-disabled, and normally achieving college students. The math-disabled group was included to control for the possibility that poor temporal processing is a "marker" variable for learning disability rather than being related specifically to reading disability. Subjects were assessed on a battery of psychophysical tasks that included five tests of temporal processing. The reading-disabled group performed significantly more poorly on the temporal tasks but performed as well as the other groups on the simple pitch and loudness discrimination tasks. In spite of the significant difference on the temporal tasks, the majority of reading-disabled subjects performed within the same range as the subjects in the other two groups, and there were also some normally reading subjects who performed poorly on the temporal processing tasks. These findings suggest that poor temporal processing is neither a necessary nor a sufficient cause of reading disability, but that there is a modest association between the two domains.

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The development of phonemic awareness in reading-disabled children

Applied Psycholinguistics ◽

10.1017/s0142716499001058 ◽

1999 ◽

Vol 20 (1) ◽

pp. 149-158 ◽

Cited By ~ 26

Author(s):

JAMIE L. METSALA

Keyword(s):

Phonemic Awareness ◽

Reading Ability ◽

Word Reading ◽

Reading Level ◽

Disabled Children ◽

Normally Achieving ◽

Traditional Design ◽

Pseudoword Reading ◽

Reading Disabled

Reading-disabled children display a phonemic awareness deficit when compared with normally achieving children matched for word reading ability. However, previous research has not examined phonemic awareness deficits in reading-disabled children when compared with children matched on pseudoword reading. This article examines phonemic awareness ability in both a traditional design and a pseudoword reading level match design. The results show that a group of reading-disabled children who show typical pseudoword reading and phonemic awareness deficits in the traditional reading level match design nonetheless have phonemic awareness skills commensurate with their level of pseudoword reading ability.

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Recent Developments in the Assessment and Diagnosis of Child Psychopathology

European Journal of Psychological Assessment ◽

10.1027/1015-5759.11.3.203 ◽

1995 ◽

Vol 11 (3) ◽

pp. 203-212 ◽

Cited By ~ 3

Author(s):

Frank C. Verhulst

Keyword(s):

Problem Behaviors ◽

Child Psychopathology ◽

Developmental Differences ◽

Multiple Informants ◽

Cultural Research ◽

Assessment Approach ◽

Multicultural Knowledge ◽

Recent Developments ◽

Basic Characteristics ◽

Assessment And Diagnosis

In this article, recent developments in the assessment and diagnosis of child psychopathology are discussed with an emphasis on standardized methodologies that provide data that can be scored on empirically derived groupings of problems that tend to co-occur. Assessment methodologies are highlighted that especially take account of the following three basic characteristics of child psychopathology: (1) the quantitative nature of child psychopathology; (2) the role of developmental differences in the occurrence of problem behaviors, and (3) the need for multiple informants. Cross-cultural research is needed to test the applicability of assessment procedures across different settings as well as the generalizability of taxonomic constructs. Assessments of children in different cultures can be compared or pooled to arrive at a multicultural knowledge base which may be much stronger than knowledge based on only one culture. It is essential to avoid assuming that data from any single source reveal the significance of particular problems. Instead, comprehensive assessment of psychopathology requires coordination of multisource data using a multiaxial assessment approach.

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