What Reading-Level Match Design Reveals about Specific Reading Disability in a Transparent Orthography and How Much We Can Trust It

Autor/inn/en	Rakhlin, Natalia; Mourgues, Catalina; Logvinenko, Tatiana; Kornev, Alexander N.; Grigorenko, Elena L.
Titel	What Reading-Level Match Design Reveals about Specific Reading Disability in a Transparent Orthography and How Much We Can Trust It
Quelle	In: Scientific Studies of Reading, 27 (2023) 2, S.101-118 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Logvinenko, Tatiana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2095279
Schlagwörter	Reading Difficulties; Reading Research; Reading Fluency; Reading Processes; Decoding (Reading); Reading Ability; Elementary School Students; Russian; Reading Achievement; Intelligence Quotient; Matched Groups; Comparative Analysis; Accuracy; Phonology; Naming; Effect Size; Task Analysis; Oral Reading; Reading Rate; Genetics; Written Language; Word Order; Phoneme Grapheme Correspondence; Ambiguity (Semantics); Language Processing; Metropolitan Areas; Foreign Countries; Reading Tests; Spelling; Research Design; Phonological Awareness + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseforschung; Leseprozess; Dekodierung; Reading competence; Lesekompetenz; Russisch; Leseleistung; Intelligenzquotient; Fonologie; Aufgabenanalyse; Oral work; Reading; Mündliche Übung; Lesen; Reading readiness; Reading speed; Lesegeschwindigkeit; Humangenetik; Geschriebene Sprache; Wortfolge; Sprachverarbeitung; Ballungsraum; Ausland; Lesetest; Schreibweise; Forschungsdesign
Abstract	Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype" approach. Readers with suspected specific reading disability (sSRD, n = 538) and highperforming readers (HPR; n = 806) were matched via propensity Scores, using IQ and each of the alternatives: accuracy of word decoding, pseudoword decoding, word unitization, or paragraph reading fluency. In each case, two groups were compared on the remaining literacy tasks as well as phonological processing, orthographic processing, and rapid serial naming. Results: When matched on word or pseudoword decoding (288 and 313 pairs, respectively), readers with sSRD and HPR differed on all remaining indicators. When matched on word unitization (173 pairs), the differences disappeared or had substantially diminished effect sizes. When matched on paragraph reading fluency (57 pairs), no significant differences remained. Thus, none of the componential skills appeared antecedent to the observed difficulties assessed via the number of correctly orally read words per minute. However, certain inherent limitations of RL-match design preclude us from considering this to be a definitive outcome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01