Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability
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- 作者：Liron Primor (1)
Margaret E. Pierce (2)
Tami Katzir (1) - 关键词：Narrative and expository texts ; Reading comprehension ; Reading disability
- 刊名：Annals of Dyslexia
- 出版年：2011
- 出版时间：December 2011
- 年：2011
- 卷：61
- 期：2
- 页码：242-268
- 全文大小：314KB
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Margaret E. Pierce (2)
Tami Katzir (1)
1. Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department Learning Disabilities and Department of Special Education, University of Haifa, Mount Carmel, 31905, Haifa, Israel
2. School of Education, University of Massachusetts Amherst, 111 Thatcher Rd., Hills House 166, Amherst, MA, 01003, USA
文摘
The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-4% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.