Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders

Autor/inn/en	Kelso, Katrina; Whitworth, Anne; Parsons, Richard; Leitão, Suze
Titel	Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders
Quelle	In: Learning Disability Quarterly, 45 (2022) 3, S.225-236 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelso, Katrina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720961766
Schlagwörter	Reading Difficulties; Reading Comprehension; Oral Reading; Grade 3; Grade 4; Grade 5; Grade 6; Decoding (Reading); Foreign Countries; Elementary School Students; At Risk Students; Australia; Clinical Evaluation of Language Fundamentals; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Dekodierung; Ausland; Australien; WIAT; Eignungsprüfung; Eignungstest
Abstract	Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provide an efficient approach to identification. Children (N = 218) from School Years 3 to 6 (ages 7; 8-12; 1) attending two schools in Australia were assessed, and 45 identified as potential poor comprehenders, based on a profile of average phonological awareness but poor listening comprehension. Subsequent assessment of decoding and text reading comprehension confirmed 24 of these children to be poor comprehenders, consistent with reported prevalence rates. Five of these children were judged to be weak readers by their classroom teacher. The oral tasks alone overidentified this group; however, the findings suggest that using the tasks as an initial phase, followed up with a reading assessment, could be effective in identifying poor comprehenders, and reduce time spent in testing as this would only involve at-risk children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01