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Predictors of Reading Comprehension among Struggling Readers Who Exhibit Differing Levels of Inattention and Hyperactivity
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Swanson, Elizabeth; Barnes, Marcia; Fall, Anna-Mari; Roberts, Greg – Reading & Writing Quarterly, 2018
The purpose of this study was to investigate the impact of inference making, decoding, memory, and vocabulary on reading comprehension among 7th- through 12th-grade struggling readers with varying levels of inattention and hyperactivity. We categorized a group of 414 struggling readers into 3 groups based on results from factor mixture modeling:…
Descriptors: Reading Comprehension, Reading Skills, Reading Difficulties, Decoding (Reading)
Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models
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Barnes, Marcia A.; Stuebing, Karla K.; Fletcher, Jack M.; Barth, Amy E.; Francis, David J. – Journal of Research on Educational Effectiveness, 2016
Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These "extreme" group designs are associated with several methodological issues. When sample size…
Descriptors: Reading Difficulties, Reading Comprehension, Secondary School Students, Short Term Memory
Early Intervention for Children at Risk for Reading Disabilities: The Impact of Grade at Intervention and Individual Differences on Intervention Outcomes
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Lovett, Maureen W.; Frijters, Jan C.; Wolf, Maryanne; Steinbach, Karen A.; Sevcik, Rose A.; Morris, Robin D. – Journal of Educational Psychology, 2017
Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the…
Descriptors: Early Intervention, At Risk Students, Reading Difficulties, Instructional Program Divisions
Phonological Processing Deficits in Specific Reading Disability and Specific Language Impairment: Same or Different?
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McArthur, Genevieve; Castles, Anne – Journal of Research in Reading, 2013
The aim of this study was to determine if phonological processing deficits in specific reading disability (SRD) and specific language impairment (SLI) are the same or different. In four separate analyses, a different combination of reading and spoken language measures was used to divide 73 children into three subgroups: poor readers with average…
Descriptors: Phonology, Language Impairments, Language Processing, Reading Difficulties