The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis
The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assesse...
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Veröffentlicht in: | Review of educational research 2018-06, Vol.88 (3), p.366-400 |
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description | The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = -0.78, 95% confidence interval, CI [-0.89, -0.68], but these deficits were not as severe as their deficit in reading comprehension (d = -2.78, 95% CI [-3.01, -2.54]). When compared with reading comprehension agematched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [-0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed. |
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The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = -0.78, 95% confidence interval, CI [-0.89, -0.68], but these deficits were not as severe as their deficit in reading comprehension (d = -2.78, 95% CI [-3.01, -2.54]). When compared with reading comprehension agematched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [-0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.</description><identifier>ISSN: 0034-6543</identifier><identifier>EISSN: 1935-1046</identifier><identifier>DOI: 10.3102/0034654317749187</identifier><identifier>PMID: 29785063</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Children ; Comparative Analysis ; Decoding ; Decoding (Reading) ; Developmental Delays ; Educational Research ; Effect Size ; Language Skills ; Listening Comprehension ; Literature Reviews ; Meta Analysis ; Oral Language ; Reading Comprehension ; Reading Difficulties ; Semantics ; Spoken language ; Story Telling ; Storytelling ; Syntax ; Syntax semantics relationship ; Systematic review ; Vocabulary Development</subject><ispartof>Review of educational research, 2018-06, Vol.88 (3), p.366-400</ispartof><rights>Copyright © 2018 American Educational Research Association</rights><rights>2018 AERA</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c514t-3276b44e60ab83e59228d99ca0e96632e31e47d7eeebc16bf53ae91e27399a703</citedby><cites>FETCH-LOGICAL-c514t-3276b44e60ab83e59228d99ca0e96632e31e47d7eeebc16bf53ae91e27399a703</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/45217767$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/45217767$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>230,314,687,776,780,799,881,21798,27901,27902,43597,43598,57992,58225</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29785063$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1179277$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Spencer, Mercedes</creatorcontrib><creatorcontrib>Wagner, Richard K.</creatorcontrib><title>The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis</title><title>Review of educational research</title><addtitle>Rev Educ Res</addtitle><description>The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = -0.78, 95% confidence interval, CI [-0.89, -0.68], but these deficits were not as severe as their deficit in reading comprehension (d = -2.78, 95% CI [-3.01, -2.54]). When compared with reading comprehension agematched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [-0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.</description><subject>Children</subject><subject>Comparative Analysis</subject><subject>Decoding</subject><subject>Decoding (Reading)</subject><subject>Developmental Delays</subject><subject>Educational Research</subject><subject>Effect Size</subject><subject>Language Skills</subject><subject>Listening Comprehension</subject><subject>Literature Reviews</subject><subject>Meta Analysis</subject><subject>Oral Language</subject><subject>Reading Comprehension</subject><subject>Reading Difficulties</subject><subject>Semantics</subject><subject>Spoken language</subject><subject>Story Telling</subject><subject>Storytelling</subject><subject>Syntax</subject><subject>Syntax semantics relationship</subject><subject>Systematic review</subject><subject>Vocabulary Development</subject><issn>0034-6543</issn><issn>1935-1046</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNp9kc2L1DAYxoMo7jh696IERPBSzXeaPQjD7PrFiouseAxp-840Q9vMJK2w_70tXcd1Dp4SeH7P-_Ug9JySt5wS9o4QLpQUnGotDM31A7SghsuMEqEeosUkZ5N-hp6ktCOEMpWzx-iMGZ1LovgCHW5qwOvQ7iPU0CUfOnwdQ9FAm3DY4HXtmypCh3_6vsbXIUT8HVzlu-2J6QLS3veAVxUcBjd-LqAME3eOV_gr9C5bda65TT49RY82rknw7O5doh8fLm_Wn7Krbx8_r1dXWSmp6DPOtCqEAEVckXOQhrG8MqZ0BIxSnAGnIHSlAaAoqSo2kjswFJjmxjhN-BK9n-vuh6KFqoSuj66x--hbF29tcN7-q3S-ttvwy0ojTT4eZ4lezAUg-vLou_xCqTZM61F_c9cghsMAqbetTyU0jesgDMkyIpgWeS7oiL46QXdhiONBJoorzShl08RkpsoYUoqwOTalxE5529O8R8vL-0seDX8CHoFsBpLbwt-u_yn4euZ3qQ_x_gCME22FZCOqNP8NJfG8-w</recordid><startdate>20180601</startdate><enddate>20180601</enddate><creator>Spencer, Mercedes</creator><creator>Wagner, Richard K.</creator><general>SAGE Publications</general><general>American Educational Research Association</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>7X8</scope><scope>ERI</scope><scope>GA5</scope><scope>5PM</scope></search><sort><creationdate>20180601</creationdate><title>The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis</title><author>Spencer, Mercedes ; Wagner, Richard K.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c514t-3276b44e60ab83e59228d99ca0e96632e31e47d7eeebc16bf53ae91e27399a703</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Children</topic><topic>Comparative Analysis</topic><topic>Decoding</topic><topic>Decoding (Reading)</topic><topic>Developmental Delays</topic><topic>Educational Research</topic><topic>Effect Size</topic><topic>Language Skills</topic><topic>Listening Comprehension</topic><topic>Literature Reviews</topic><topic>Meta Analysis</topic><topic>Oral Language</topic><topic>Reading Comprehension</topic><topic>Reading Difficulties</topic><topic>Semantics</topic><topic>Spoken language</topic><topic>Story Telling</topic><topic>Storytelling</topic><topic>Syntax</topic><topic>Syntax semantics relationship</topic><topic>Systematic review</topic><topic>Vocabulary Development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Spencer, Mercedes</creatorcontrib><creatorcontrib>Wagner, Richard K.</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>MEDLINE - Academic</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Review of educational research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Spencer, Mercedes</au><au>Wagner, Richard K.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1179277</ericid><atitle>The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis</atitle><jtitle>Review of educational research</jtitle><addtitle>Rev Educ Res</addtitle><date>2018-06-01</date><risdate>2018</risdate><volume>88</volume><issue>3</issue><spage>366</spage><epage>400</epage><pages>366-400</pages><issn>0034-6543</issn><eissn>1935-1046</eissn><abstract>The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = -0.78, 95% confidence interval, CI [-0.89, -0.68], but these deficits were not as severe as their deficit in reading comprehension (d = -2.78, 95% CI [-3.01, -2.54]). When compared with reading comprehension agematched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [-0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. 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subjects | Children Comparative Analysis Decoding Decoding (Reading) Developmental Delays Educational Research Effect Size Language Skills Listening Comprehension Literature Reviews Meta Analysis Oral Language Reading Comprehension Reading Difficulties Semantics Spoken language Story Telling Storytelling Syntax Syntax semantics relationship Systematic review Vocabulary Development |
title | The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis |
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