Does Linguistic Comprehension Support the Decoding Skills of Struggling Readers?

Autor/inn/en	Blick, Michele; Nicholson, Tom; Chapman, James; Berman, Jeanette
Titel	Does Linguistic Comprehension Support the Decoding Skills of Struggling Readers?
Quelle	In: Australian Journal of Learning Difficulties, 22 (2017) 2, S.75-94 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1389760
Schlagwörter	Decoding (Reading); Reading Difficulties; Comprehension; Miscue Analysis; Reading Skills; Syntax; Semantics; Phonemes; Multiple Regression Analysis; Graphemes; Elementary School Students; Middle School Students; Foreign Countries; Achievement Tests; Multivariate Analysis; New Zealand; Neale Analysis of Reading Ability; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Dekodierung; Reading difficulty; Leseschwierigkeit; Verstehen; Verständnis; Reading skill; Lesefertigkeit; Semantik; Fonem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multivariate Analyse; Neuseeland; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01