Language Basis of Reading Disabilities and Implications for Early Identification and Remediation

Abstract

In this paper, we present a brief overview of the language basis of reading and reading disabilities. First, we describe the "Simple View of Reading," a model of reading that comprises two primary components, word recognition and language comprehension. We then review research showing that language problems underlie most difficulties children have learning to read. Lastly, we discuss implications of these findings for early identification and remediation of reading disabilities.

Use of a measure of reading comprehension to enhance prediction on the state high stakes assessment

“…In particular, fluent readers who are challenged by the content of the material may be adjusting their fluency rates in order to fully process the information. It is possible that these students will potentially display late developing reading comprehension difficulties as identified by Catts and Hogan (2003). Future longitudinal follow-up of these students into adolescence is clearly needed to address this question.…”

“…Word reading fluency has been demonstrated to be a necessary, but not sufficient, foundation for development of skilled reading comprehension (Catts & Hogan, 2003). According to Duke, Pressley, and Hilden (2004) 20-25% of students who are identified with comprehension deficits also have word decoding problems.…”

“…According to Duke, Pressley, and Hilden (2004) 20-25% of students who are identified with comprehension deficits also have word decoding problems. However, there is another group of students who never have decoding and fluency problems but demonstrate comprehension deficits later in elementary school (Catts & Hogan, 2003). The Simple View of Reading (Gough & Tunmer, 1986) can potentially explain performance of students who are able to decode text efficiently, but still have comprehension difficulties.…”

“…These data suggest that the addition of the comprehension measure for those above benchmark, especially for the higher elementary grades, may be an important measure to uncover those students who while seemingly have no difficulty in their fluency but struggle with comprehension. Previous studies have demonstrated that while fluency is essential for reading comprehension, it may not be sufficient for successful reading comprehension for all students (Catts & Hogan, 2003;Duke et al, 2004;Gough & Tunmer, 1986). In particular, fluent readers who are challenged by the content of the material may be adjusting their fluency rates in order to fully process the information.…”

Η Μορφολογική Και Συντακτική Επίγνωση Ως Δείκτες Πρόβλεψης Των Αναγνωστικών Δυσκολιών Σε Παιδιά Πρώτης Σχολικής Ηλικίας

“…Έρευνες σε διαφορετικές γλώσσες με ή χωρίς αλφαβητικό σύστημα γραφής, όπως και συγκριτικές μελέτες ανάμεσα σε «φτωχούς» και «καλούς» αναγνώστες έχουν αναδείξει τη ΦΕ ως καθοριστικό παράγοντα εκμάθησης της ανάγνωσης (Παντελιάδου, 2000, Πόρποδας, 2002). Συγχρόνως υποστηρίζεται πως οι περιορισμένες φωνολογικές δεξιότητες συσχετίζονται με τις δυσκολίες αποκωδικοποίησης λέξεων, οπτικής ανάγνωσης(word recognition) και κατ' επέκταση με τις δυσκολίες κατανόησης (Φωνολογικό Μοντέλο Αναγνωστικών Δυσκολιών (Phonological model) (Scarborough, 2005).Ωστόσο, η σύγχρονη ερευνητική βιβλιογραφία υποστηρίζει πως οι δεξιότητες ΦΕ δεν αποτελούν τον μοναδικό παράγοντα εκμάθησης της ανάγνωσης (Catts, Fen, Zhang & Tomblin, 1999), αφού αποδεικνύεται ότι οι μη φωνολογικές δεξιότητες έχουν εξίσου σημαντική συνεισφορά στην ανάπτυξη της αναγνωστικής λειτουργίας (Nation & Snowling, 2004, Catts & Hogan, 2003. Οι μη φωνολογικές δεξιότητες που φαίνεται να συνεισφέρουν στην αναγνωστική λειτουργία είναι οι μεταγλωσσικές δεξιότητες της Μορφολογικής Επίγνωσης (ΜΕ) και της Συντακτικής Επίγνωσης (ΣΕ) (Cain, 2007,Kuo et al, 2006 καθώς και το λεξιλόγιο (Ouellette, 2006, Tannenbaum, Torgesen & Wagner, 2006.…”