Individual differences in the vocabulary skills of children with poor reading comprehension
Individual differences in the vocabulary skills of children with poor reading comprehension
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DOI：
10.1016/j.lindif.2016.07.021
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发表时间：
2016-08-01
影响因子：
3.6
通讯作者：
Nickels, Lyndsey
中科院分区：
文献类型：
--
作者：
Colenbrander, Danielle;Kohnen, Saskia;Nickels, Lyndsey
作为一个群体，不良阅读者（尽管具有与年龄相适应的解码能力，但阅读理解能力较差的儿童）通常被证明有词汇困难。然而，词汇知识是一个复杂的过程，它会以多种方式影响阅读理解。我们探讨了这种复杂性，通过评估的词汇和口语技能的穷人在个人层面上。所有贫穷的识字者都表现出一定程度的口语缺陷的情况下，完整的非词和不规则的单词阅读技能，但口语缺陷的模式不同的参与者。大多数人的词汇技能较弱，表现为语义上的弱点，而少数人的词汇技能与年龄相符，但句法或听力理解能力较差。我们的研究结果支持阅读的简单观点，并证明了在发展阅读理解能力差的理论和治疗方法时考虑个体差异的重要性。(C)2016 Elsevier Inc. All rights reserved.
As a group, poor comprehenders (children who have poor reading comprehension despite age-appropriate decoding abilities) have often been shown to have vocabulary difficulties. However, vocabulary knowledge is complex and could affect reading comprehension in more than one way. We explored this complexity by assessing the vocabulary and oral language skills of poor comprehenders at the individual level. All poor comprehenders displayed some degree of oral language deficit in the context of intact nonword and irregular word reading skills, but patterns of oral language deficit differed across participants. The majority had weak vocabulary skills which took the form of semantic weaknesses, while a minority had age-appropriate vocabulary skills but poor syntactic or listening comprehension skills. Our results support the Simple View of Reading and demonstrate the importance of considering individual variation when developing theories of, and treatments for, poor reading comprehension. (C) 2016 Elsevier Inc. All rights reserved.