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Developmental Changes in Reading Comprehension: Implications for…

- - - - Reading comp Dev- early- word reading primary factor
        word reading by
        itself accounted for 94% of the variance in reading comprehension in second
        grade,
        
        word reading always sets a
        ceiling for comprehension, as demonstrated in our example of reading
        Braille. In the early grades, children are just beginning to learn how to
        decode print, and their spoken language knowledge far exceeds their
        decoding abilities; thus, in early grades, word reading skills best explain
        individual differences in reading comprehension.
        
        Comprehension
        assessments used with children in the early grades tend to stress word
        reading; if the children are able to read the words in the text, they can
        generally answer the comprehension questions.
      - Upper Elementary- language comp most important
        language comprehension accounted for 100% of the variance in reading
        comprehension in eighth grade
        
        by eighth
        grade, they are expected to be reading to learn (Chall, 1983)
        
        It is unlikely that a student
        without considerable background knowledge could answer complex questions
        without sufficient skills in language comprehension.
        
        sentence structures
        in texts in the later grades are more complex, and they contain more
        advanced, topic-specific, and abstract vocabulary. The language used in
        these texts is usually more complex than the language used in conversations
      - Children who have difficulty
        with word reading may need more intensive instruction to develop phonological
        awareness and knowledge of letter–sound correspondence, andthey may need extra practice to ensure that word recognition becomes automatic, especially for irregularly spelled words.
    - - Top right good
        w reading and l comp good. Good readers
      - lower right quadrant are children
        with specific comprehension deficits, whose language comprehension
        is low relative to their word reading abilities.
      - lower left quadrant.
        low skills in both word
        reading and language comprehension fall
        This
        “mixed-difficulties” group displays the most common profile of reading
        difficulty, and individuals fitting it could be described as “garden-variety
        poor readers”
        
        language skills are the strongest predictor of comprehension
        in the later grades.
        Adolf
      - top-left quadrant
        Poor w reading Good l comp
        includes children with specific decoding deficits in spite of relatively
        good language skills. These children might also be described as having
        dyslexia
- - - - How
        comprehension difficulties
        to reduce the number of children who experience comprehension difficulties later on. Facilitating the growth of these skills involves building children’s able to reduce the number of children who experience comprehension difficulties later on:
        
        vocabulary knowledge,
        
        ensuring that they understand complex syntactic
        structures,
        
        teaching them to draw inferences, and
        
        supporting their understanding of abstract language.
        
        None of this requires actual reading, so it can begin as early as preschool.
        Adolf
        comprehension oriented instruction for preschoolers have found that it does improve oral language skills, with gains maintained for several months after training ended
        Bianco et al., 2010;
        Adolf
        
        Both comp and word-based instructionare necessary for optimal development.
        
        comprehension following oral language instruction do
        not generalize to code-based skills, nor do gains in
        
        code-based skills following instruction in them generalize to language comprehension.
- - - - Kindy Predictors of early reading difficulties(in combo)
        socio economic
        family history of SLD
        Alphabet knowledge
        rapid automatic naming (RAN)
        phonological awareness
        early reading outcomes
      - measures related to word reading may
        be somewhat less useful for identifying children with mild oral language
        weaknesses that might lead to reading comprehension problems later on.
        the addition of broader, nonphonological language assessments,
        such as those that consider vocabulary, grammar, and discourse
        skills, may also be useful.
      - Kindergarten predictors reading outcomes status in both second and eighth grades. sentence imitation,
        phoneme deletion, RAN, and mother’s level of education.
        However,
        Kindergarten predictors reading outcomes -second grade
        alphabet knowledge (not in eighth grade).
        Kindergarten predictors reading outcomes -eighth grade
        grammatical knowledge and nonverbal intelligence (not second-grade).
        
        To screen for late language comp problems use
        vocabulary, grammar,
        and narrative or discourse skills, screeners (although may not be severe enough to pick later problems up)
        
        children already receiving speech-language services should be monitored closely,
        as they are most at risk for later comprehension problems
        
        early grades reading comprehension measures-reliant on assessment of word reading abilities
        (not sufficient to identify children who will have later comprehension difficulties)
        supplemental assessments of language comprehension
        skills can be useful for obtaining a clearer picture.
        i.e. listening comprehension and vocabulary assessments
        (children with word reading difficulties may
        need to complete oral, rather than written, vocabulary assessments).
        language comprehension difficulties
        mild- comprehension-focused instruction.
        severe- may need to be referred to a speech-language
        pathologist for in-depth testing and possible language intervention.
        
        fifth grade, children should have
        a solid foundation in both word reading and language comprehension. At
        this point, it is probably not as important to assess for “risk” of future
        reading problems as it is to identify children with current problems.