Objectives:The purpose of this study is to evaluate the characteristics of the listening and reading comprehension skills of school-aged poor readers. In addition we have also identified the error patterns of listening comprehension skills which affect the reading comprehension abilities. Methods: A total of 166 elementary school children (83 poor readers and 83 good readers) participated and were divided into lower (1-2), middle (3-4), and higher (5-6) grade groups. The tasks for identifying their listening and reading comprehension skills were performed and then compared. Additionally, the errors in listening comprehension tasks were analyzed to investigate their relations to reading comprehension skills. Results: Poor readers in the three groups commonly presented a significantly low achievement in their listening and reading comprehension tasks. As for error type analysis, the most frequent error type was question scope errors for higher grade of good readers, whereas poor readers showed question scope errors and inference errors. There were significant correlations between the overall listening skills and reading comprehension skills, whereas no correlation was found in each error patterns for listening comprehension and reading comprehension skills. Conclusion: The results demonstrated that poor readers in elementary schools had difficulties both in their reading and listening comprehensions even when they reach higher grades. Also, it seems to be necessary to tap into listening skills by considering error patterns as well as reading skills in order to provide an intervention program for poor readers.
This work is based on the master's thesis of the first author. Objectives: The time period between grades 3 and 4 is the period when reading fluency (RF) is achieved. RF should be achieved before reaching the final goal of reading, and reading comprehension. Therefore we investigated the RF of children with language learning disabilities (LLD) with language problems. And investigated the characteristics of reading error in detail. Methods: Seventeen children LLD in the 3rd and 4th grades of elementary school, 17 typically developing (TD) children who matched in grade level and were from the same area, for a total of 34 children. RF was examined through reading two stories, and the number of syllables correctly read per minute, accuracy, and speed were examined. The errors were classified into semantic and phonological errors, and the number of errors and error types were examined. Results: It was found that the number of syllables correctly read per minute, accuracy, and speed of reading by children with LLD was significantly lower than that of TD children. Also, the total of both semantic and phonological errors was significantly higher. Substitution was the most frequent type of semantic error. The most common types of semantic errors exhibited by TD children were self-correction, repetition, omission, and addition respectively; whereas the errors exhibited by children with LLD appeared in the order of repetition, omission, addition, and self-correction. Phonological errors were common in the order of repetition, substitution, and self-correction. For TD children addition was more common than omission, and for children with LLD omission was more common than addition. Conclusion: In this study, we examined the RF characteristics of 3-4 graders with LLD and identified semantic and phonological error characteristics. Children with LLD who have difficulties with language and reading have difficulty reading text automatically. In particular, the characteristic of semantic and phonological errors was prominent. Therefore, it is necessary to consider RF in the course of assessment and intervention.
This work is based on the master's thesis of the first author. Objectives: The purpose of this study is to evaluate the characteristics of inference in 4-6 grade students with reading comprehension difficulties. In addition, we have identified error patterns of inference skills in reading. Methods: A total of 38 students (19 children with reading comprehension difficulties and 19 normally developing children) participated in the study. The tasks evaluating the characteristics of inference were composed of 4 texts and 45 questions (literal information, cohesive inference, knowledge based inference, evaluative inference, elaborative inference). Results: First, the inference ability of children with reading comprehension difficulties was significantly lower than that of the normally developing children. Second, performance in characteristics of inference was significantly different. Third, there was an interaction effect between the reading groups and the characteristics of inference displayed. Fourth, the error patterns in both reading groups appeared similar. In both reading groups the error patterns of 'wrong inferences' and 'immature inferences' appeared more than 50% of the time. However, children with reading comprehension difficulties showed higher rates of 'failure of literal comprehension' than the normally developing children. Conclusion: The results demonstrated that children with reading comprehension difficulties had difficulties in inference tasks in reading. It seems necessary to examine inference tasks in reading to provide an intervention program for children with reading comprehension difficulties.
Objectives: There are several linguistic factors affecting reading fluency (RF) and spelling, particularly the factors called metalinguistic abilities such as phonological awareness (PA) and morphological awareness (MA). The 3rd and 4th grades in elementary school are widely known as important periods for developing RF and spelling. Therefore, the study investigated how MA ability affects reading and writing skills of primary students in 3rd and 4th grade. Methods: The research was conducted with students in the 3rd and 4th grade of elementary school. Thirty-two students participated in the research, 16 students with language learning disabilities (LLD) and 16 typically-developing students (TD). The research used RF with accuracy and rate, spelling with phoneme-grapheme correspondent (PGC) writing and phoneme-grapheme non-correspondent writing and MA. MA tasks were divided into compound and derivation. Results: First, the students with LLD showed prominently lower performance in MA tasks than TD students. Second, students with LLD showed slower speed and less accuracy in correspondent and non-correspondent writing tasks than TD students. Third, TD's derivation correlated with RF, reading rate, spelling and PGC scores. In particular, derivative scores were correlated with reading rate. In the LLD group, accuracy was correlated with compound and overall production. Conclusion: TD students use MA to read automatically. This means TD students near the final stages of correspondent writing are influenced by their derivative abilities. Students with LLD also depend on their MA skills to read accurately, and therefore fail to read fluently.
This work is based on the master's thesis of the first author. Objectives:The purpose of this study was to identify metaphor comprehension according to types of metaphors in poor readers grades 4 through 6. Methods: The participants in this study were 21 elementary school students with poor reading ability and 21 age-matched students with normal reading skills. The metaphor comprehension task was composed of 40 questions (perceptual metaphors, psychological metaphors). The reading comprehension task was taken from the Korean Language based Reading Assessment (KOLRA). Results: First, the poor readers had lower metaphor comprehension compared to the normal children. Second, there was no difference in metaphor comprehension according to types of metaphors. Third, there was no interaction between the reading group and metaphor types. Fourth, the normal readers had no correlation between metaphor comprehension and reading comprehension, whereas the poor readers had a significant correlation between their metaphor comprehension and reading comprehension. Conclusion: The study demonstrated that poor readers had difficulties with metaphor comprehension and that there was a correlation between reading comprehension and metaphor comprehension. The normal children's ability to understand metaphor reached the completion stage in the upper grades. This study suggests that children need to master various linguistic elements, including metaphor comprehension. It seems necessary consider metaphor comprehension when providing an intervention program for poor readers.
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