University Students with Poor Reading Comprehension

Autor/inn/en	Georgiou, George K.; Das, J. P.
Titel	University Students with Poor Reading Comprehension
Quelle	In: Journal of Learning Disabilities, 48 (2015) 5, S.535-545 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413513924
Schlagwörter	Reading Comprehension; College Students; Reading Difficulties; Short Term Memory; Cognitive Ability; Reading Skills; Word Study Skills; Matched Groups; Control Groups; Word Processing; Intelligence Tests; Reading Fluency; Reading Tests; Cognitive Processes; Scoring; Comparative Analysis; Reading Diagnosis; Foreign Countries; Children; Multivariate Analysis; Canada; Cognitive Assessment System; Nelson Denny Reading Tests; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Leseverstehen; Collegestudent; Reading difficulty; Leseschwierigkeit; Kurzzeitgedächtnis; Denkfähigkeit; Reading skill; Lesefertigkeit; Wortschatzanalyse; Textverarbeitung; Intelligence test; Intelligenztest; Lesetest; Cognitive process; Kognitiver Prozess; Bewertung; Ausland; Child; Kind; Kinder; Multivariate Analyse; Kanada
Abstract	The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension difficulties participated in the study. The participants were assessed on three verbal working memory tasks that varied in terms of their processing demands and on the "Das-Naglieri Cognitive Assessment System," which was used to operationalize intelligence. The results indicated first that the differences between poor and skilled comprehenders on working memory were amplified as the processing demands of the tasks increased. In addition, although poor comprehenders as a group had average intelligence, they experienced significant difficulties in simultaneous and successive processing. Considering that working memory and general cognitive ability are highly correlated processes, these findings suggest that the observed differences between poor and skilled comprehenders are likely a result of a deficient information processing system. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01