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Snow, Catherine E. – Remedial and Special Education, 2018
Few hypotheses in the field of literacy have proven as robust as the Simple View of Reading (SVR). Two studies included in this special issue use large participant samples and sophisticated quantitative analyses to confirm the basic claim of the SVR, that decoding and listening comprehension together predict reading comprehension. One also…
Descriptors: Reading, Reading Comprehension, Decoding (Reading), Listening Comprehension
Davidson, Meghan M. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: Reading comprehension is consistently poor in many school-age children with autism spectrum disorder (ASD). The purpose of this tutorial is to provide an overview from a multicomponent view on the many predictors that may contribute to reading comprehension difficulties in ASD. Method: This tutorial reviews current literature on profiles…
Descriptors: Reading Comprehension, Autism, Pervasive Developmental Disorders, Student Characteristics
Nelson, Nickola Wolf; Crumpton, Teresa – Topics in Language Disorders, 2015
Working with students who are deaf or hard of hearing (DHH) can raise questions about whether language and literacy delays and difficulties are related directly to late and limited access to spoken language, to co-occurring language learning disabilities (LLD), or to both. A new Test of Integrated Language and Literacy Skills, which incorporates…
Descriptors: Deafness, Hearing Impairments, Language Skills, Language Acquisition
Protopapas, Athanassios; Mouzaki, Angeliki; Sideridis, Georgios D.; Kotsolakou, Areti; Simos, Panagiotis G. – Reading & Writing Quarterly, 2013
The simple view of reading posits that reading comprehension can be decomposed into a print-specific component (concerning decoding and sight word reading) and a language comprehension component (concerning verbal and metalinguistic skills not related to print). One might properly consider lexical skills, indexed by vocabulary measures, part of…
Descriptors: Vocabulary, Reading Skills, Reading Comprehension, Decoding (Reading)
Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy – Educational Sciences: Theory and Practice, 2010
The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…
Descriptors: Elementary School Students, Reading Comprehension, Listening Comprehension, Predictor Variables
Solheim, Oddny Judith – Reading Psychology, 2011
It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed…
Descriptors: Reading Comprehension, Listening Comprehension, Self Efficacy, Multiple Regression Analysis
Lee, Lay Wah; Wheldall, Kevin – Reading Psychology, 2009
This study examines the simple view of reading from the perspective of a language other than English, the Malay language. The aims of the study were to determine (a) the contributions of decoding and listening comprehension to reading comprehension in Malay; (b) which model, the multiplicative model or the additive model, of the simple view of…
Descriptors: Foreign Countries, Indonesian Languages, Beginning Reading, Decoding (Reading)
Schroeders, Ulrich; Wilhelm, Oliver; Bucholtz, Nina – Intelligence, 2010
Receptive foreign language proficiency is usually measured with reading and listening comprehension tasks. A novel approach to assess such proficiencies--viewing comprehension--is based on the presentation of short instructional videos followed by one or more comprehension questions concerning the preceding video stimulus. In order to evaluate a…
Descriptors: Reading Comprehension, Listening Comprehension, Intelligence, Psychometrics
Jacobs, Emma; Miller, Laurie C.; Tirella, Linda G. – Child Psychiatry and Human Development, 2010
Most international adoptees (IA) have rapid catch-up of the delays common at arrival. However, it is not known whether development at arrival predicts later abilities or school readiness. Therefore, we comprehensively evaluated language, fine motor, visual reception (VR), executive function (EF), attention (ATT), and sensory skills (SS) in IA…
Descriptors: Listening Comprehension, School Readiness, Standardized Tests, At Risk Students
Hui, W.; Hu, P. J.-H.; Clark, T. H. K.; Tam, K. Y.; Milton, J. – Journal of Computer Assisted Learning, 2008
A field experiment compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential learning model, we show that technology-assisted…
Descriptors: Listening Comprehension, Web Based Instruction, Experiential Learning, Vocabulary Development
Lentz, Jennifer J.; Marsh, Shavon L. – Journal of Speech, Language, and Hearing Research, 2006
This study determined whether listeners with hearing loss received reduced benefits due to an onset asynchrony between sounds. Seven normal-hearing listeners and 7 listeners with hearing impairment (HI) were presented with 2 synthetic, steady-state vowels. One vowel (the late-arriving vowel) was 250 ms in duration, and the other (the…
Descriptors: Vowels, Hearing (Physiology), Hearing Impairments, Auditory Perception

Bretherton, Inge; And Others – Journal of Child Language, 1983
Results of a statistical study of language in 30 infants suggest that two acquisition styles (nominal/pronominal and referential/expressive) are developing in parallel. Only for children heavily emphasizing one strategy can a distinctive style be determined. Results at 20 months were only partially predictive of performance at 28 months. (MSE)
Descriptors: Cognitive Style, Individual Differences, Infants, Language Acquisition
Thain, John W. – 1994
Two studies at the Defense Language Institute (California) investigated the contribution of several variables to prediction of post-language-training proficiency: (1) scores on a general vocational aptitude battery and a language aptitude battery, both used to screen potential students; (2) scores on other cognitive measures not used in the…
Descriptors: Admission Criteria, Anxiety, English, Federal Programs