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Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability

Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers... The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25–34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability

Annals of Dyslexia , Volume 61 (2) – Oct 13, 2011

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References (91)

Publisher
Springer Journals
Copyright
Copyright © 2011 by The International Dyslexia Association
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/s11881-011-0059-8
pmid
21993604
Publisher site
See Article on Publisher Site

Abstract

The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25–34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.

Journal

Annals of DyslexiaSpringer Journals

Published: Oct 13, 2011

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