Work

A retrospective longitudinal study of cognitive and language skills in poor reading comprehension

Year: 2015

Type: article

Abstract: Fifty-six specific poor reading comprehenders (SPRC) were selected in Grade 4 and retrospectively compared to good comprehenders at preschool (age 5) and at the end of kindergarten, Grade 1, and Grade 2. The results revealed deficits in vocabulary, grammar, verbal memory and early deficits in phonological awareness in most of the SPRC sample, beginning in preschool. The reading comprehension deficits in children with SPRC were not as marked in earlier assessments in Grade 1 and 2, probably because of the greater dependence on word decoding in reading comprehension in the early grades.

Source: Scandinavian Journal of Psychology

DOI: 10.1111/sjop.12188

Authors: Åsa Elwér, Stefan Gustafson, Brian Byrne, Richard K. Olson, Janice M. Keenan, Stefan Samuelsson

Institutions: Linköping University, University of New England, University of Colorado System, University of Denver

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

Funders: Institut National de la Santé et de la Recherche Médicale, Svenska Forskningsrådet Formas, Eunice Kennedy Shriver National Institute of Child Health and Human Development