Differentiating Reading Profiles of Children with Specific Comprehension Deficits from Skilled Readers: A Systematic Review

Autor/inn/en	Guo, Daibao; Feng, Luxi; Hodges, Tracey S.
Titel	Differentiating Reading Profiles of Children with Specific Comprehension Deficits from Skilled Readers: A Systematic Review
Quelle	In: Learning Disability Quarterly, 46 (2023) 2, S.134-146 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Daibao) ORCID (Hodges, Tracey S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487221085277
Schlagwörter	Reading Comprehension; Reading Difficulties; Decoding (Reading); Reading Skills; Classification; Measurement Techniques; Oral Language; Language Impairments; Vocabulary; Listening Comprehension; Reading Fluency; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Dekodierung; Reading skill; Lesefertigkeit; Classification system; Klassifikation; Klassifikationssystem; Messtechnik; Oral interpretation; Mündlicher Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Wortschatz; Hörverständnis
Abstract	The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with "specific comprehension deficit" (SCD) who have adequate decoding skills but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection approaches for classifying students with SCD and a wide range of measurements of reading skills used to distinguish students with SCD from skilled readers. In addition, to develop a reading profile for students with SCD, we performed a meta-analysis to quantify the characteristics of SCD by comparing their reading skills to those of skilled readers. Results revealed that students with SCD demonstrated deficits in oral language (i.e., vocabulary and listening comprehension) and reading comprehension, despite adequate decoding and fluency skills. Their reading comprehension deficits (Hedges's "g" = -3.28) were also more severe than their oral language deficits (Hedges's "g" = -0.95). We provide recommendations and implications for future researchers and classroom teachers. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01