Does linguistic comprehension support the decoding skills of struggling readers?

Author(s)
Blick, Michele
Nicholson, Tom
Chapman, James
Berman, Jeanette
Publication Date
2017
Abstract
This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding.
Citation
Australian Journal of Learning Difficulties, 22(2), p. 75-94
ISSN
1940-4166
1940-4158
Link
Publisher
Routledge
Title
Does linguistic comprehension support the decoding skills of struggling readers?
Type of document
Journal Article
Entity Type
Publication

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