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How Initial Word Reading and Language Skills Affect ReadingComprehension Outcomes for Students With Reading Difficulties

机译：初始单词阅读和语言技能如何影响阅读有阅读困难的学生的理解结果

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This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade (n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.

机译：这项研究调查了学年开始时听力理解和单词阅读的差异如何对具有严重阅读困难的英语学习者（EL）与具有严重阅读困难的非学习者相比，阅读理解的变化产生影响。这项研究调查了接受强化阅读干预的400位四年级（四年级，非英语水平n = 217；对于非英语水平n = 217）的苦苦挣扎的读者的回应异质性。在测试前，测试单词阅读，听力理解和阅读理解，在测试后，再次测试阅读理解。主持人的多元回归分析的结果显示出显着的三向交互作用，因此与低单词阅读水平相似但听力理解水平相对较高的非英语语言学习者相比，英语考试后的阅读理解度更高。但是，非EL的表现要好于相对较高的单词阅读水平和中等至较高的听力理解水平。研究结果表明，对于在语言和读写能力方面有明显阅读困难的EL和非EL者，可能需要对干预前技能进行不同的解释。

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期刊名称 other
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Sharon Vaughn; Greg Roberts; Philip Capin; Jeremy Miciak; Eunsoo Cho; Jack M. Fletcher;
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年(卷),期 -1(85),2
年度 -1
页码 180–196
总页数 24
原文格式 PDF
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1. Modified speech element of Fast ForWord-Language not shown to be value-added for improving phonemic awareness or reading skills in primary-grade students with language impairments and concurrent reading difficulties [J] . Susanna E. Hapgood Evidence based communication assessment and intervention . 2010,第3期

机译：改进后的Fast ForWord语言的语音元素未显示出可提高语言障碍和并发阅读障碍的小学生的语音意识或阅读技能的附加值
2. Universal and Language-Specific Predictors of Early Word Reading in a Foreign Language: An Analysis of the Skills That Underlie Reading Acquisition in Three Different Orthographies [J] . Zeguers Maaike H. T., van den Boer Madelon, Snellings Patrick, Developmental psychology . 2018,第12期

机译：外语早期阅读的普遍和语言特定预测因素：分析三种不同拼写中的读取收购的技能
3. Universal and Language-Specific Predictors of Early Word Reading in a Foreign Language: An Analysis of the Skills That Underlie Reading Acquisition in Three Different Orthographies [J] . Zeguers Maaike H. T., van den Boer Madelon, Snellings Patrick, Developmental psychology . 2018,第12期

机译：外语早期阅读的普遍和语言特定预测因素：分析三种不同拼写中的读取收购的技能
4. The Implementation of Cooperative Integrated Reading and Composition (CIRC), Explicit Instruction, and Crossword Puzzle Models for Increasing the Indonesian Language Student Outcomes [C] . Susilawati, Khairil Anwar International Conference on Creativity, Innovation, and Technology in Education . 2019

机译：用于增加印度尼西亚语学生结果的合作综合阅读和组成（CIRC），显式指令和填字游戏模型的实施
5. Developing automaticity at the component skill levels of letter -sound correspondence, letter combinations, word reading and connected text: An analysis of outcomes for children at risk for reading difficulties in grades two and three. [D] . Mc Donagh, Sarah Hadley. 2003

机译：在字母，声音对应，字母组合，单词阅读和关联文本的组件技能水平上提高自动化程度：对二年级和三年级有阅读困难风险儿童的结果进行分析。
6. Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students’ Mathematics Difficulty With and Without Reading Difficulty? [O] . Sarah R. Powell, Lynn S. Fuchs, Douglas Fuchs, -1

机译：根据学生的数学难度（有或没有阅读困难）单词问题功能对问题难度有不同的影响吗？
7. How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties [O] . Sharon Vaughn, Greg Roberts, Philip Capin, 2018

机译：初始阅读和语言技能如何影响阅读困难的学生阅读理解结果

How Initial Word Reading and Language Skills Affect ReadingComprehension Outcomes for Students With Reading Difficulties

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