NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Revisiting the "Simple View of Reading" in a Group of Children with Poor Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Georgiou, George K.; Das, J. P.; Hayward, Denyse – Journal of Learning Disabilities, 2009
According to Gough and Tunmer's Simple View of Reading, Reading Comprehension = Decoding (D) x Listening Comprehension (C). The purpose of this study was to evaluate the model with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension. In addition, the authors examined the…
Descriptors: Reading Comprehension, Listening Comprehension, Phonological Awareness, Models
Executive Dysfunction among Children with Reading Comprehension Deficits
Peer reviewed Peer reviewed
Direct linkDirect link
Locascio, Gianna; Mahone, E. Mark; Eason, Sarah H.; Cutting, Laurie E. – Journal of Learning Disabilities, 2010
Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children…
Descriptors: Strategic Planning, Reading Comprehension, Control Groups, Inhibition
Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers
Peer reviewed Peer reviewed
Direct linkDirect link
Guthrie, John T.; McRae, Angela; Coddington, Cassandra S.; Klauda, Susan Lutz; Wigfield, Allan; Barbosa, Pedro – Journal of Learning Disabilities, 2009
Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the…
Descriptors: Reading Comprehension, Low Achievement, Reading Tests, Reading Processes
The Effects of Selective Attention on the Decoding Skills of Children with Learning Disabilities.
Peer reviewed Peer reviewed
Schworm, Ronald W. – Journal of Learning Disabilities, 1979
To test the effects of selective attention on decoding skills, 23 children (grades 2 through 6) with learning disabilities were studied. Results showed that treatment directly improved the ability of the experimental groups to transfer spelling patterns learned in isolation to unknown words containing those patterns and improved the ability of Ss…
Descriptors: Attention, Decoding (Reading), Elementary Education, Exceptional Child Research
Do Different Components of Working Memory Underlie Different Subgroups of Reading Disabilities?
Peer reviewed Peer reviewed
Direct linkDirect link
Swanson, H. Lee; Howard, Crystal B.; Saez, Leilani – Journal of Learning Disabilities, 2006
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups--children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and…
Descriptors: Word Recognition, Short Term Memory, Reading Difficulties, Reading Comprehension
Individual Differences in the Cognitive Processes of Reading: II. Text-Level Processes.
Peer reviewed Peer reviewed
Stanovich, Keith E. – Journal of Learning Disabilities, 1982
The literature on individual differences in cognitive processes that operate at the text level is reviewed. Poor readers display comprehension deficits independent of word-decoding skill, due to deficient syntactic abilities and to more general metacognitive strategies. The general conclusions from this review and from Part One (ED 150 706) are…
Descriptors: Cognitive Processes, Context Clues, Decoding (Reading), Elementary Secondary Education