Spencer Mercedes, Wagner Richard K, Petscher Yaacov
Florida State University and the Florida Center for Reading Research.
J Educ Psychol. 2019 Jan;111(1):1-14. doi: 10.1037/edu0000274. Epub 2018 Mar 29.
The present study examined the reading comprehension and receptive vocabulary skills of children with poor reading comprehension despite adequate decoding using a regression-based matching technique. Participants included five cohorts of children who were identified as typical readers ( = 70,493 - 75,553) or as children with specific reading comprehension difficulties ( = 480 - 8,717). Across cohorts, children with specific reading comprehension difficulties exhibited oral language difficulties based on a measure of vocabulary; however, the observed weakness in vocabulary was not as severe as their reading comprehension difficulties. Results from the regression-based matching technique suggested that the vocabulary weakness for these children is better characterized as a developmental delay rather than a developmental deficit. This outcome also emerged when more stringent criteria were used to identify subgroups of readers. Although children with poor reading comprehension despite adequate decoding have a weakness in at least one aspect of oral language, their oral language weakness does not account for the severity of their reading comprehension difficulties. Theoretical and practical implications are discussed.
本研究采用基于回归的匹配技术，对尽管具备足够解码能力但阅读理解能力较差的儿童的阅读理解和接受性词汇技能进行了考察。参与者包括五组被确定为典型阅读者（n = 70,493 - 75,553）或特定阅读理解困难儿童（n = 480 - 8,717）的儿童。在各个队列中，基于词汇量测量，特定阅读理解困难儿童表现出口语困难；然而，观察到的词汇量弱点并不像他们的阅读理解困难那么严重。基于回归的匹配技术的结果表明，这些儿童的词汇量弱点更适合被描述为发育迟缓而非发育缺陷。当使用更严格的标准来识别阅读者亚组时，这一结果也出现了。尽管具备足够解码能力但阅读理解能力较差的儿童在口语的至少一个方面存在弱点，但其口语弱点并不能解释其阅读理解困难的严重程度。本文讨论了理论和实践意义。
