The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study

Coloma, Carmen Julia; Barbieri, Zulema De; Quezada, Camilo; Bravo, Carolina María Herrera; Chaf, Gabriela; Araya, Claudia

doi:10.1016/j.jcomdis.2020.106002

Cited by 18 publications

(12 citation statements)

References 55 publications

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“…The finding strengthens the previous research findings (e.g., Sparapani et al, 2018;Coloma et al, 2020) that there is a significant correlation between students" vocabulary size and their reading comprehension. The more vocabulary they acquire, the more competent they comprehend the English texts.…”

Section: Table 2 | Type Of Activities Mostly Perceived Facilitatingsupporting

confidence: 90%

Implementing basal reading program in EFL upper secondary school settings

Sajidin

Mulyadi

Robiasih

2021

jees

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Basal readers have been selected by the school to cope with students’ lack of vocabulary size. With some positively perceived learning outcomes, the readers continued to be used from year to year and were decided as a school program, in addition to ELT national curriculum. The research is aimed at exploring the following aspects: (1) the teacher’s use of basal readers in the classrooms, (2) the classroom procedures developed by the teacher understudy, and (3) the students’ response to the implementation of the basal reading program. A descriptive case study with classroom observation as a main data collection technique was employed to explore the phenomena. The research brings several points to consider. First, basal readers have been extensively used by the school for different purposes: 1) for vocabulary enrichment, (2) for intensive reading materials, (3) as resource making classroom tests, and (4) a basis for writing phonetic symbols, and (5) for promoting speaking skills. Second, the school has developed its own strategies to use the readers with specific procedures. Third, the use of basal readers was positively responded to by the students with some suggestions for better implementation. HIGHLIGHTS: Basal reading program was implemented with a specific procedure developed by the local school English teachers. Basal readers selected for the reading program were utilized to develop reading skills in which vocabulary memorization and pronunciation drills were used to support the skills. The program was positively responded by the students with some suggestions for a better implementation.

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Section: Table 2 | Type Of Activities Mostly Perceived Facilitatingsupporting

confidence: 90%

Implementing basal reading program in EFL upper secondary school settings

Sajidin

Mulyadi

Robiasih

2021

jees

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“…The present study was designed and conducted to investigate the effectiveness of successful intelligence components training on increasing fluid reasoning and verbal comprehension of seventh grade students. Findings showed that training the components of successful intelligence can increase the score of students' fluid reasoning (Consistent with the research of Nisbett et al, 2012;Borella et al, 2010;Jaeggi et al, 2008;Dickens and Flynn, 2001) and verbal comprehension (Consistent with the research of Coloma et al, 2020;Reynolds and Turek, 2012;Karageorgos et al, 2020;and Carretti et al, 2014).…”

Section: Discussionsupporting

confidence: 76%

“…Given the role that these abilities can play in the academic and non-academic success of individuals, one of the most fundamental questions that deserves scientific study is to what extent can we hope to develop these important structures through education? There are contradictory views in this regard; on one side are Jensen (1969) and his followers, who believe that cognitive differences are inherent and that genetics forms the basis of individual differences (Rushton., 2000;Lynn., 2008;Johnson & Bouchard., 2011;Harrison et al, 2014) and on the other side, there are researchers such as Sternberg who see the role of education more strongly and believe in the flexibility of intelligence and cognitive abilities (Nickerson, 2020;Westby., 2020;Ritchie & Tucker., 2018;Botvinick & Braver, 2015;Buschkuehl & Jaeggi., 2010;Nisbett et al, 2012;Halpern, 2011;Borella et al, 2010 Dickens andFlynn, 2001;Sternberg, Grigorenko, & Jarvin, 2001;Jaeggi et al, 2008;Heinzel et al, 2014;Coloma et al, 2020;Karageorgos et al, 2020 andCarretti et al, 2014). Sternberg's Triarchic Theory (2020) is one of the most important theories in this field that has various implications for training, strengthening and enhancing cognitive abilities.…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

Investigating the effectiveness of successful intelligence components training based on sternberg’s triarchic theory on increasing fluid reasoning and verbal comprehension

Kamkar¹,

Dortāj²,

Saedipour³

et al. 2021

علوم روانشناختی

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“…In general, when these pupils’ different linguistic problems are studied, the focus tends to be more on the expressive dimension of language and less on the receptive aspects. All this translates into a greater body of scientific research on expressive deficits related, for example, to verbal inflection markers in languages such as English or to the very limited structural length of sentences and frequent grammatical errors (Coloma et al., 2020) found in Spanish‐speaking pupils.…”

Section: Introductionmentioning

confidence: 99%

“…At this point, it should be noted that pupils with DLD exhibit problems that affect the different levels of representation of oral language: phonological, lexical, grammatical and discursive (Coloma et al., 2020); verbal working memory and semantic fluency; and inferential abilities (Henry et al., 2012). This would explain the frequent appearance of oral language comprehension problems, which obviously constitute a clear risk factor for future difficulties in reading, especially when it comes to extracting the meaning of written texts (Desmarais et al., 2013).…”

Section: Introductionmentioning

confidence: 99%

Intervention for oral language comprehension skills in preschoolers with developmental language disorder

Acosta-Rodríguez

Ramírez-Santana

Hernández-Expósito

2021

Intl J Lang & Comm Disor

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Background There is a clear predominance of programmes aimed at improving aspects related to language production in pupils with developmental language disorder (DLD). However, programmes aimed at improving their receptive skills are limited. Aims The main aim was to assess the effectiveness of an intervention programme for oral language comprehension skills in preschoolers with typical development (TD) and pupils with DLD. Methods & Procedures Participants were 99 five‐year‐old pupils, with and without DLD, divided into four groups: two control groups (TD‐C = 25; DLD‐C = 25) and two experimental groups (TD‐T = 24; DLD‐T = 25), from schools on the Spanish island of Tenerife. The study used, as pre‐ and post‐measures, the receptive language subtests of the CELF‐4‐Spanish: Concepts and Following Directions, Word Classes—Receptive and Sentence Structure, as well as two tasks assessing comprehension of paragraphs and narratives. Due to the strong link between oral comprehension skills and executive functions, working memory and semantic fluency are included in this research. The Backward Digit Span subtest of the Wechsler Intelligence Scale for Children (WISC‐IV) and Semantic Fluency subtest of the Controlled Oral Word Association Test (COWAT) were used to assess working memory and semantic fluency, respectively. The intervention programme followed a multitiered system of support (MTSS) model, with 95 sessions lasting 60 min each delivered jointly by teachers and speech and language therapists, and focused on lexical–semantic, morphological, syntactic and narrative skills; inferences; verbal working memory; and semantic fluency. Outcomes & Results The results showed, as expected, that pupils diagnosed with DLD initially performed worse on oral language comprehension and executive functions than pupils with TD. Further, the DLD‐T and TD‐T groups showed greater gains following the programme, especially in word classes—receptive, sentence structure, verbal working memory and semantic fluency. Finally, a significant positive correlation was found between the gains obtained by the participants in verbal working memory and semantic fluency, with the gains obtained in the three CELF‐4‐Spanish subtests. Conclusions & Implications An intervention programme applied at an early age fosters oral language comprehension skills and executive functions in pupils with DLD and TD. The intervention organized at different levels of support, following an MTSS model, showed clear progress of the DLD and TD groups in oral language comprehension and executive functions. What this paper adds Pupils with DLD present deficits in linguistic comprehension and executive functions. There are many intervention programs focused on improving language production skills. It is also necessary to consider the skills underlying language problems in pupils with DLD. Oral language, inference, working memory and semantic fluency activities improve comprehension. A collaborative and inclusive intervention of teachers and speech language therapists. Ps...

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The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study

Cited by 18 publications

References 55 publications

Implementing basal reading program in EFL upper secondary school settings

Implementing basal reading program in EFL upper secondary school settings

Investigating the effectiveness of successful intelligence components training based on sternberg’s triarchic theory on increasing fluid reasoning and verbal comprehension

Intervention for oral language comprehension skills in preschoolers with developmental language disorder

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