Literaturnachweis - Detailanzeige
Autor/inn/en | Nation, Kate; Cocksey, Joanne; Taylor, Jo S. H.; Bishop, Dorothy V. M. |
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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 |
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 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 |