Profiles of children with specific reading comprehension difficulties
Profiles of children with specific reading comprehension difficulties
复制标题
DOI：
10.1348/000709905x67610
复制
发表时间：
2006-12-01
影响因子：
3.7
通讯作者：
Oakhill, Jane
中科院分区：
文献类型：
--
作者：
Cain, Kate;Oakhill, Jane
背景。在文本理解能力较差的情况下，能够流畅准确地阅读单词的儿童在各种与阅读相关的任务中都会受到损害。目标。这项研究调查了理解能力差的样本中技能障碍的一致性，以确定任何基本技能弱点，这些弱点（i）可能与文本理解能力差有关，（ii）可能导致阅读能力下降。另一个目的是确定阅读理解困难是否与更一般的教育困难相关。示例。在 8 岁时，对 23 名理解能力较差的人和 23 名具有与年龄相适应的单词阅读准确性的良好理解者进行了评估。报告同时阅读和语言表现以及三年后的阅读、教育程度和推理能力。方法。 8岁时评估以下技能：文字阅读、文本理解、词汇、语法、认知能力、工作记忆、理解能力。还报告了 11 岁时的听力理解、SAT 成绩和推理成绩。结果。在时间 1，没有证据表明理解能力差的人群存在任何基本技能弱点。然而，词汇技能差会导致单词阅读能力的增长受损，而一般认知能力差会导致理解能力的增长受损。 11 岁时，理解能力差的人获得的 SAT 分数低于理解能力好的人。结论。这些发现表明，理解力差的根本原因不太可能是单一的。尽管语言或认知技能薄弱似乎会以不同方式影响理解能力差的人的阅读发展，但理解能力差的人普遍面临教育程度较差的风险。
Background. Children with fluent and accurate word reading in the presence of poor text comprehension are impaired on a wide range of reading-related tasks.Aims. This study investigated the consistency of skill impairment in a sample of poor comprehenders to identify any fundamental skill weakness that (i) might be associated with poor text comprehension, and (ii) might lead to depressed reading development. An additional aim was to determine whether reading comprehension difficulties are associated with more general educational difficulties.Sample. Twenty-three poor comprehenders and 23 good comprehenclers with age-appropriate word reading accuracy were assessed when aged 8 years. Concurrent reading and language performance and reading, educational attainment and reasoning skills 3 years later are reported.Methods. The following skills were assessed when aged 8 years: word reading, text comprehension, vocabulary, syntax, cognitive ability, working memory, comprehension subskills. Listening comprehension, SAT scores and reasoning scores at 11 years are also reported.Results. There was no evidence for any fundamental skill weaknesses in the population of poor comprehenclers at Time 1. However, poor vocabulary skills led to impaired growth in word reading ability and poor general cognitive ability led to impaired growth in comprehension. Poor comprehenders obtained lower SAT scores than did the good comprehenclers at 11 years.Conclusions. These findings indicate that a single underlying source of poor comprehension is unlikely. Poor comprehenders are at risk of generally poor educational attainment, although weak verbal or cognitive skills appear to affect the reading development of poor comprehenclers in different ways.