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How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds.

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Title: How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds.
Authors: Rønberg, Louise Flensted (AUTHOR), Petersen, Dorthe Klint (AUTHOR)
Source: Scandinavian Journal of Educational Research. Feb2016, Vol. 60 Issue 1, p72-89. 18p.
Subjects: Reading comprehension ability testing, Orthography & spelling -- Study & teaching, Textbook readability, Word recognition ability testing, Reading ability testing, Children
Abstract: This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties. [ABSTRACT FROM PUBLISHER]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds.
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  Data: <searchLink fieldCode="AR" term="%22Rønberg%2C+Louise+Flensted%22">Rønberg, Louise Flensted</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Petersen%2C+Dorthe+Klint%22">Petersen, Dorthe Klint</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Feb2016, Vol. 60 Issue 1, p72-89. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension+ability+testing%22">Reading comprehension ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Orthography+%26+spelling+--+Study+%26+teaching%22">Orthography & spelling -- Study & teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+readability%22">Textbook readability</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition+ability+testing%22">Word recognition ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
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  Label: Abstract
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  Data: This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties. [ABSTRACT FROM PUBLISHER]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2014.996594
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      – SubjectFull: Reading comprehension ability testing
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      – SubjectFull: Orthography & spelling -- Study & teaching
        Type: general
      – SubjectFull: Textbook readability
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              Text: Feb2016
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