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AutorenSwanson, Elizabeth; Barnes, Marcia; Fall, Anna-Mari; Roberts, Greg
TitelPredictors of Reading Comprehension among Struggling Readers Who Exhibit Differing Levels of Inattention and Hyperactivity
QuelleIn: Reading & Writing Quarterly, 34 (2018) 2, S.132-146 (15 Seiten)
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1057-3569
DOI10.1080/10573569.2017.1359712
SchlagwörterReading Comprehension; Reading Skills; Reading Difficulties; Decoding (Reading); Inferences; Vocabulary; Secondary School Students; Attention Deficit Disorders; Hyperactivity; Attention Deficit Hyperactivity Disorder; Predictor Variables; Short Term Memory; Intelligence Tests; Achievement Tests; Rating Scales; Probability; Scores; Structural Equation Models; Reading Tests; Texas (Houston); Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests
AbstractThe purpose of this study was to investigate the impact of inference making, decoding, memory, and vocabulary on reading comprehension among 7th- through 12th-grade struggling readers with varying levels of inattention and hyperactivity. We categorized a group of 414 struggling readers into 3 groups based on results from factor mixture modeling: (a) low inattention + low hyperactivity, (b) high inattention + high hyperactivity, and (c) high inattention + low hyperactivity. Results indicated that vocabulary and inference making, but not decoding, predicted reading comprehension outcomes among all 3 groups of struggling readers. Working memory predicted reading comprehension among struggling readers in the low inattention + low hyperactivity and high inattention + high hyperactivity groups. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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