Basic Reading and Reading-Related Language Skills in Adults with Deficient Reading Comprehension Who Read a Transparent Orthography

Autor/inn/en	Bar-Kochva, Irit; Vágvölgyi, Réka; Dresler, Thomas; Nagengast, Benjamin; Schröter, Hannes; Schrader, Josef; Nuerk, Hans-Christoph
Titel	Basic Reading and Reading-Related Language Skills in Adults with Deficient Reading Comprehension Who Read a Transparent Orthography
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 9, S.2357-2379 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bar-Kochva, Irit) ORCID (Vágvölgyi, Réka) ORCID (Dresler, Thomas) ORCID (Nagengast, Benjamin) ORCID (Nuerk, Hans-Christoph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10147-4
Schlagwörter	Adults; Reading Difficulties; Reading Comprehension; Foreign Countries; Accuracy; Decoding (Reading); Reading Fluency; Phonological Awareness; Naming; German; Germany + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseverstehen; Ausland; Dekodierung; Deutscher; Deutschland
Abstract	This study set out to examine the basic reading skills (accuracy and fluency in decoding, word and text reading) and some of the reading-related language skills (phonological awareness and rapid-naming) of 54 adults with low reading comprehension, who read the transparent German orthography. Participants were born in Germany and showed a typical non-verbal processing speed. With the exception of reading accuracy, participants were expected to present deficits in all basic reading and reading-related skills. The average performance in measures of decoding and word reading fluency was extremely low. A notable proportion of the sample, however, did not present a deficit in these measures. As expected, the average rate of reading errors was generally low. Nevertheless, text reading accuracy was deficient for one quarter of the sample. Tests addressing the reading-related language skills also indicated an average low performance in phonological awareness, but not in rapid-naming. Here too, a notable variance was observed. These results suggest that deficits in the basic reading skills and in phonological awareness characterise, on average, adults with low reading comprehension. At the same time, significant deficits in reading comprehension in this population do not necessarily imply deficits in the more basic skills of reading as well. In addition, the results indicate that reading accuracy constitutes a source of difficulty for some of these adults, despite the reading of a transparent orthography. The sources for the variance in performance throughout the different reading and reading-related measures remain to be explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01