Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties

Autor/inn/en	Koriakin, Taylor A.; Kaufman, Alan S.
Titel	Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties
Quelle	In: Journal of Psychoeducational Assessment, 35 (2017) 1-2, S.138-148 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916669914
Schlagwörter	Error Patterns; Reading Comprehension; Reading Fluency; Reading Difficulties; Differences; Comparative Analysis; Achievement Tests; Preschool Children; Elementary School Students; Secondary School Students; Multivariate Analysis; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Fehlertyp; Leseverstehen; Reading difficulty; Leseschwierigkeit; Unterscheiden; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sekundarschüler; Multivariate Analyse; Schulleistung
Abstract	Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate "specific" reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading profiles--basic reading difficulties (BRD), reading fluency difficulties (RFD), reading comprehension difficulties (RCD), and typical readers (total n = 821). Results indicated significant differences between the groups on most error factors. Post hoc analyses indicated there were no significant differences between the RFD and RCD groups, but these groups demonstrated different patterns of significant weakness relative to typical readers. The RFD group was weaker in spelling and oral expression whereas the RCD group demonstrated difficulties in writing mechanics and listening comprehension. These findings indicate that comprehension deficits cannot be attributed only to fluency difficulties and that specific reading difficulties may translate to other aspects of achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01