The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis

Abstract

The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language ( = -0.78, 95% CI [-0.89, -0.68], but these deficits were not as severe as their deficit in reading comprehension ( = -2.78, 95% CI [-3.01, -2.54]). When compared to reading comprehension age-matched normal readers, the oral language skills of the two groups were comparable ( = 0.32, 95% CI [-0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.

The comprehension problems for second‐language learners with poor reading comprehension despite adequate decoding: A meta‐analysis

“…The goal of the current meta‐analysis is to better understand the underlying nature of the comprehension deficits for second‐language learners with SCD. The framework of the present meta‐analysis is based on the framework used in two previous investigations (Spencer & Wagner, ; Spencer et al, ).…”

“…It may be that children with SCD have comprehension deficits that are general to reading and oral language and that the added cognitive demand of reading comprehension results in greater deficits for comprehending text. Empirical evidence for Hypothesis 3 is provided by studies showing that although children with SCD do have weaknesses in oral language, their deficit in reading comprehension is substantially greater than their deficit in oral language (Spencer & Wagner, , ).…”

The Heterogeneity of Reading-Related Difficulties in Chinese

“…In particular, word recognition is more dependent on phonological skill in English than in Chinese as Chinese exhibits a relatively lower word-to-sound correspondence as mentioned earlier [60,61]. Apart from decoding skill, research in alphabetic languages stressed the importance of language comprehension, defined as "the ability to comprehend spoken language" ( [62], p. 369), in reading comprehension. Syntactic awareness, discourse skills, and vocabulary knowledge are the major oral language skills that consistently found to affect reading comprehension even after controlling for word recognition (e.g., [63,64]).…”

Comprensión lectora y rendimiento de matemáticas

“…Por su parte, la comprensión lectora es un proceso complejo, que involucra una variedad de habilidades cognitivas y lingüísticas(Spencer & Wagner, 2018). Es un proceso cognitivo de alto nivel que demanda la intervención de los sistemas de memoria y de atención, de los procesos de percepción y codificación, de los conocimientos previos y de los elementos contextuales(Dubrovsky & Farías, 2003).…”

“…La habilidad de comprender incluye procesos mentales, tales como identificar ideas explícitas y realizar inferencias, lo que constituye una tarea cognitiva compleja(Miranda, Fernández, Robledo, & García, 2010). De esta forma, los déficits en cualquier capacidad cognitiva importante para el proceso de comprensión pueden conducir potencialmente a déficits en el rendimiento de la comprensión lectora(Spencer & Wagner, 2018).En la literatura se han descrito tres niveles de comprensión lectora: el literal, en el cual se identifica el contenido explícito del texto; el inferencial, relacionado con conocimientos previos que permiten deducir resultados, identificar secuencias y descifrar el lenguaje figurado; y el crítico o valórico, que se refiere a la formulación de un juicio a partir de lo leído, generando una interpretación personal(Catalá, 2005).3 ARETÉ ISSN-L: 1657-2513…”