Relationships among Word Recognition, Reading Comprehension, Phonological Awareness, Working Memory, Listening Comprehension, and Inferential Skills: A Two-Year Longitudinal Study of Second and Third Graders

Chung, Bhu-Ja

doi:10.15724/jslhd.2011.20.1.007

journalofspeechlanguagehearingdisorders

2011

DOI: 10.15724/jslhd.2011.20.1.007

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Relationships among Word Recognition, Reading Comprehension, Phonological Awareness, Working Memory, Listening Comprehension, and Inferential Skills: A Two-Year Longitudinal Study of Second and Third Graders

Bhu-Ja Chung¹

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Cited by 7 publications

References 19 publications

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Writing Performance and Working Memory of School-Age Poor Readers

Park¹,

Lee²

2014

Commun Sci & Dis

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This paper is based on the master's thesis of the first author. Objectives:The purpose of this study was to identify the writing performance capability and working memory capacity of school-age children with poor reading skills. Methods: A total of 14 poor readers in the fourth, fifth, and sixth grade of elementary school and another 14 typically developing peers participated in the study. The writing performance of the participants was evaluated with a narrative-evaluation. Working memory was assessed with 2 different tasks focused on reading span and executive attention. Results: In their writing, the poor readers produced significantly shorter mean length of sentences compared to the typically developing students. Regarding the working memory measurement, the reading span of the poor readers showed significantly lower results as well. In addition, the results of the Stroop color-word test measuring executive attention reported that poor readers made lower scores. Conclusion: These results indicate that writing performance and executive attention are related. Poor readers should receive help to improve their mean length of sentences and working memory.

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Writing Performance and Working Memory of School-Age Poor Readers

Park¹,

Lee²

2014

Commun Sci & Dis

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Effects of a Tablet PC-based Book Reading Program on Vocabulary, Reading Attitude, and Self-efficacy in Children with Reading Difficulties

Na¹,

Chung²

2017

Commun Sci Disord

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This article is based on a data from the first author's master's thesis. Objectives: The purpose of this study was to examine the effects of a tablet PC-based reading program on vocabulary, reading attitude and self-efficacy in children with reading difficulties. To increase positive attitudes toward reading and vocabulary skills, various media was used to help improve reading achievement. Methods: The participants were 15 third and fourth graders with reading difficulties, who were randomly divided into three groups: a tablet PC-based storybook reading group, a traditional paper-based storybook reading group, and a control group not utilizing any storybook reading program. The tablet PCbased and paper-based reading program were conducted three times per week for 5 weeks for a total of 15 sessions. Pre-and post-tests on vocabulary, reading attitude and self-efficacy were conducted to investigate the effectiveness of the reading programs. The test scores were analyzed using non-parametric statistical methods. Results: The results indicated that the composite scores of reading attitude and self-efficacy increased in both experimental groups. There were also significant increases in vocabulary scores for the paperbased reading group. Conclusion: The results demonstrated that regardless of the media used, the storybook reading program itself had positive effects on the vocabulary, reading attitudes and self-efficacy of children with reading difficulties. While the storybook reading program using various media contributed to positive reading attitudes and self-efficacy, the paper-based storybook program had positive effects on vocabulary.

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Inference of Word Meaning in School-Aged Children with Poor Reading

Yim¹,

Ko²,

Hwang³

2019

Commun Sci Disord

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Objectives: The context in which a particular word is used includes clues to the phonological, morphological, and semantic knowledge of the word. When an unknown word appears in the process of reading the text, the ability to infer its meaning by using context is required to comprehend the text well. The purpose of this study was to investigate the difference between poor comprehenders and typical children when inferring the meaning of words. Methods: Fifteen poor comprehenders and 15 typical children in the 3rd and 4th grade participated in this study. The sentence judgment task was divided into word condition and non-word condition, and each item consisted of a proceeding sentence and a following sentence. In order to perform the sentence judgment task, after reading the proceeding sentence in which the target word was appropriately used, children were asked to judge whether the target word in the following sentence was used appropriately. Results: Both poor comprehenders and typical children had difficulty in judging whether the meaning of the target word was appropriately used in the non-word condition when compared to the word condition. Poor comprehenders showed poorer performance than typical children in both the word and non-word conditions. Conclusion: Although poor comprehenders showed similar patterns as the typical children, they had difficulty inferring the meaning of the words. This may be associated with a lack of vocabulary knowledge, ineffectiveness of semantic connection and retrieval, and a deficit of metalinguistic ability.

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Relationships among Word Recognition, Reading Comprehension, Phonological Awareness, Working Memory, Listening Comprehension, and Inferential Skills: A Two-Year Longitudinal Study of Second and Third Graders

Cited by 7 publications

References 19 publications

Writing Performance and Working Memory of School-Age Poor Readers

Writing Performance and Working Memory of School-Age Poor Readers

Effects of a Tablet PC-based Book Reading Program on Vocabulary, Reading Attitude, and Self-efficacy in Children with Reading Difficulties

Inference of Word Meaning in School-Aged Children with Poor Reading

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