Comprehension and Decoding: Patterns of Association in Children With Reading Difficulties

Shankweiler, Donald; Lundquist, Eric; Katz, Leonard; Stuebing, Karla K.; Fletcher, Jack Μ.; Brady, Susan; Fowler, Anne; Dreyer, Lois G.; Marchione, Karen E.; Shaywitz, Sally E.; Shaywitz, Bennett A.

doi:10.1207/s1532799xssr0301_4

Cited by 201 publications

(195 citation statements)

References 39 publications

Supporting

Mentioning

173

Contrasting

Unclassified

Order By: Relevance

“…Yet, vocabulary and syntactic knowledge do not often distinguish between children from the population defined herein and normally achieving readers, except in contrasts involving older children characterized by long-standing reading disorder (e.g., Fletcher, Satz, & Scholes, 1981;Shankweiler et al, 1999;Snowling, 2000a;Stanovich, 1986;Vellutino, Scanlon, & Tanzman, 1988;Vellutino et al, 1995bVellutino et al, , 1996. Such findings suggest that early reading difficulties in children from this population may not be caused primarily by vocabulary and syntactic deficits and may, more often, be a consequence of prolonged reading problems.…”

Section: Language and Language-based Deficitsmentioning

confidence: 75%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

Self Cite

2,053

1,591

View full text Add to dashboard Cite

We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

show abstract

Section: Language and Language-based Deficitsmentioning

confidence: 75%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

Self Cite

2,053

1,591

View full text Add to dashboard Cite

show abstract

“…There is much work that has demonstrated the reciprocal relationship between vocabulary acquisition and reading skills (e.g. Bishop & Adams, 1990;Butler, Marsh, Sheppard, & Sheppard, 1985;Catts, Fey, Zhang, & Tomblin, 1999;Chaney, 1998;Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003;Lonigan, Burgess, & Anthony, 2000;Scarborough, 1989;Shankweiler et al, 1999;Share, Jorm, Maclean, & Matthews, 1984;Stahl & Fairbanks, 1986;Tunmer et al, 1988;Vellutino & Scanlon, 2001; and many others). For example, children with good phonological awareness can draw on these abilities to decode words more rapidly and thus get a head start in figuring out the meaning of new words (cf.…”

Section: Phonological Awarenessmentioning

confidence: 99%

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

View full text Add to dashboard Cite

(2018) Distinguishing cause from effect -many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience, Language, Cognition and Neuroscience, 33:3, 333-350, DOI: 10.1080/23273798.2017 The cause of developmental dyslexia is still unknown despite decades of intense research. Many causal explanations have been proposed, based on the range of impairments displayed by affected individuals. Here we draw attention to the fact that many of these impairments are also shown by illiterate individuals who have not received any or very little reading instruction. We suggest that this fact may not be coincidental and that the performance differences of both illiterates and individuals with dyslexia compared to literate controls are, to a substantial extent, secondary consequences of either reduced or suboptimal reading experience or a combination of both. The search for the primary causes of reading impairments will make progress if the consequences of quantitative and qualitative differences in reading experience are better taken into account and not mistaken for the causes of reading disorders. We close by providing four recommendations for future research.ARTICLE HISTORY

show abstract

“…Reading comprehension depends on two equally important skills namely language comprehension and decoding (Shankweiler et al, 1999). Decoding means the ability of readers to recognize and to process written information.…”

Section: Reading Comprehensionmentioning

confidence: 99%

Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

2014

View full text Add to dashboard Cite

Fluency is one of the five components of reading competency alongside with phonemic awareness, phonics, vocabulary and comprehension. It is related to reading comprehension and it can be used to predict the reading competency of a reader. However, research on such relationship is limited in ESL context. Hence, the purpose of this study was to determine the relationship between three sub-skills of fluency (accuracy, reading rate and prosody) and reading comprehension among a sample of ESL students in a Malaysian school. It also aims to examine the concurrent validity of using the objective (i.e. reading accuracy and rate) and subjective (reading prosody) measures of fluency. It is hoped that the findings could shed light in identifying the possible methods of assessing oral reading fluency in ESL classrooms. The participants were 67 lower secondary school students who learn English as their second language. The students completed a reading comprehension test and then they were asked to read aloud the texts used in the test, individually. The individual reading sessions were audio recorded for the analysis of three sub-skills of reading fluency. Bivariate correlation analysis was then conducted to measure the strength of relationships with reading comprehension. The results revealed that all three sub-skills of fluency were strongly correlated with reading comprehension. Both objective (accuracy and reading rate) and subjective (prosody) rating scales were strongly related, and thus could be used in parallel or interchangeably in the assessment of oral reading fluency. The findings provided evidence that in line with the research findings in English as the first language contexts, reading fluency is closely associated with reading comprehension in an ESL context.

show abstract

Comprehension and Decoding: Patterns of Association in Children With Reading Difficulties

Cited by 201 publications

References 39 publications

Specific reading disability (dyslexia): what have we learned in the past four decades?

Specific reading disability (dyslexia): what have we learned in the past four decades?

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Relationship between Oral Reading Fluency and Reading Comprehension among ESL Students

Contact Info

Product

Resources

About