Unexpected Poor Comprehenders Among Adolescent ESL Students

Li, Miao; Kirby, John R.

doi:10.1080/10888438.2013.775130

Cited by 48 publications

(50 citation statements)

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“…It is important to acknowledge, however, that different types of oral language measures may be differentially predictive. For example, Li and Kirby () found that Gates–MacGinitie vocabulary was most predictive of SCD, whereas a base identification morphological awareness task did not sufficiently differentiate children with SCD from typical readers. Across studies, oral language was commonly measured using a spoken format that assessed oral language ability at the word level, which may have been an easier task compared with assessments at the sentence or passage level and may further explain the discrepancy between reading comprehension and oral language (Geva, ).…”

Section: Discussionmentioning

confidence: 99%

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The comprehension problems for second‐language learners with poor reading comprehension despite adequate decoding: A meta‐analysis

Spencer

Wagner

2016

Journal Research in Reading

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We conducted a meta-analysis of 16 existing studies to examine the nature of the comprehension problems for children who were second-language learners with poor reading comprehension despite adequate decoding. Results indicated that these children had deficits in oral language (d = −0.80), but these deficits were not as severe as their reading comprehension deficit (d = −2.47). Second-language learners also had weaker oral language skills compared to native-speaking children regardless of comprehension status (d = −0.84). We discuss theoretical and practical implications of the finding that second-language learners who are poor at reading comprehension despite adequate decoding have deficits in oral language but the deficit is not sufficient to explain their deficit in reading comprehension.

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Section: Discussionmentioning

confidence: 99%

“…Evidence in support of this view is that children with SCD have difficulty completing oral language tasks (e.g. Li & Kirby, ; Nation, Cocksey, Taylor, & Bishop, ).…”

Section: The Comprehension Problems For Second‐language Learners Withmentioning

confidence: 99%

The comprehension problems for second‐language learners with poor reading comprehension despite adequate decoding: A meta‐analysis

Spencer

Wagner

2016

Journal Research in Reading

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“…Using this approach, "Unexpected Poor Comprehenders" are defined as individuals whose actual comprehension scores fall below a 65-80% confidence interval of the fitted values. This approach also defines control participants, or "Expected Average Comprehenders," as those whose actual comprehension scores fall within a 15-25% confidence interval of the predicted values (Li & Kirby, 2014;Tong, Deacon, & Cain, 2013;Tong, Deacon, Kirby, Cain, & Parrila, 2011).…”

Section: Defining Specific Reading Comprehension Deficitmentioning

confidence: 99%

Understanding specific reading comprehension deficit: A review

Landi

Ryherd

2017

Language and Linguist. Compass

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A substantial population of children and adolescents struggle with reading comprehension despite adequate phonemic decoding (word-level reading) and intellectual ability. Individuals with this pattern of performance are considered to have specific reading comprehension deficit(S-RCD).Despite two decades of study on the profiles of behavioral performance associated with S-RCD, there is no current consensus on the causal mechanisms of the disorder. Recent progress in identifying such mechanisms includes studies that have utilized comprehension age match and longitudinal designs which have identified several comprehension subskills that are predictive of S-RCD development. However, disagreement persists over which deficits are core to S-RCD, which are comorbid and which are simply a consequence of poor comprehension. Further, almost no research on this disorder has sought to identify neurobiological endophenotypes that may enhance our understanding of causal mechanisms. Here, we offer a review of the literature on core language and higher-level language deficits associated with S-RCD, including studies that examine the neurobiological basis of this disorder. What emerges is a relatively consistent pattern of subclinical impairments across a range of comprehension subskills that may put pressure on the complex process of reading comprehension. These subskills include semantic and grammatical processing, inference making, and other higher-level language skills such as comprehension monitoring. This disorder also appears to have a neurobiological basis, though further study is needed to establish the precise disruption in neurocircuitry. Suggestions for further research include the continued use of online, temporally-sensitive measures such as eye-tracking and event-related potential, additional studies of the neurobiology of the disorder, as well as longitudinal tracking and identification of early behavioral and brain markers for S-RCD prior to formal schooling.

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“…see Adlof & Catts, 2015;Pimperton & Nation, 2014) and therefore allow comparability to other studies. However, see Li and Kirby (2014) and Tong, Deacon, Kirby, Cain and Parrilla (2011) for examples of an alternative method of group selection.…”

Section: Recruitment and Screeningmentioning

confidence: 99%