A Longitudinal Investigation of Early Reading and Language Skills in Children with Poor Reading Comprehension

Autor/inn/en	Nation, Kate; Cocksey, Joanne; Taylor, Jo S. H.; Bishop, Dorothy V. M.
Titel	A Longitudinal Investigation of Early Reading and Language Skills in Children with Poor Reading Comprehension
Quelle	In: Journal of Child Psychology and Psychiatry, 51 (2010) 9, S.1031-1039 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2010.02254.x
Schlagwörter	Reading Comprehension; Listening Comprehension; Early Reading; Oral Language; Reading Difficulties; Children; Receptive Language; Raw Scores; Reading Skills; Language Skills; Longitudinal Studies; Expressive Language; Phonology; Grammar + Suchen Sie Ihr Suchwort? Leseverstehen; Hörverständnis; Frühlesen; Oral interpretation; Mündlicher Sprachgebrauch; Reading difficulty; Leseschwierigkeit; Child; Kind; Kinder; Rezeptive Kommunikationsfähigkeit; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fonologie; Grammatik
Abstract	Background: Poor comprehenders have difficulty comprehending connected text, despite having age-appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid-childhood. Method: Two hundred and forty-two children began the study at age 5. Further assessments of language and reading skill were made at 5.5, 6, 7 and 8 years. At age 8, fifteen children met criteria for being a poor comprehender and were compared to 15 control children both concurrently and prospectively. Results: Poor comprehenders showed normal reading accuracy and fluency at all ages. Reading comprehension was poor at each time point and, notably, showed minimal increases in raw score between 6 and 8 years. Phonological skills were generally normal throughout, but mild impairments in expressive and receptive language, listening comprehension and grammatical understanding were seen at all ages. Conclusions: Children identified as poor comprehenders at 8 years showed the same reading profile throughout earlier development. Their difficulties with the non-phonological aspects of oral language were present at school entry and persisted through childhood, showing that the oral language weaknesses seen in poor comprehenders in mid-childhood are not a simple consequence of their reading comprehension impairment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10