■阅读是一项重要的学术技能。表现出阅读困难的儿童更有可能经历各种负面的职业和个人后果。为了尽早成功地发现有阅读问题的孩子,首先必须了解如何掌握阅读技能,以及具有典型阅读技能的儿童从正式阅读教学开始的阅读发展过程。因此,这项研究的目的是确定解码和语言理解对阅读理解能力的影响。此外,这项研究旨在确定贫困读者的概况类型,并估计其在研究样本中的频率。
■基于阅读模型的简单视图,我们开发了解码技术,语言理解,和阅读理解任务。参与者包括克罗地亚学校二年级的100名典型读者(TR)和95名贫困读者(PR)。语音意识,语音工作记忆,快速自动化命名任务用于测试两组参与者的解码技能的基本能力。
■如预期的那样,PR在所有变量上的表现均明显低于TR。解码之间的相关性,语言理解和阅读理解在PR组中很重要。线性回归分析表明,语言理解是TR阅读理解的重要预测因素,而解码和语言理解是PRs阅读理解的重要预测因素。阅读困难的概况显示了五种不同的概况,其中最常见的是混合阅读困难,即,解码和语言理解的困难。
■符合理论预期,二年级结束时TR阅读理解的成功主要取决于语言理解。为了获得这种复杂的认知技能,仅有语言理解是不够的,所以他们仍然依赖他们的解码技能。在可怜的读者中,有解码问题的儿童患病率很高(即,五个配置文件中有三个)。教师应该能够识别和监测儿童的解码困难,由于这些困难与明显的表现有关,不像那些与理解困难相关的。
UNASSIGNED: Reading is an important academic skill. Children who exhibit reading difficulties are more likely to experience various negative professional and personal consequences. To successfully identify children with reading problems as early as possible, one must first understand how reading skills can be mastered, as well as the course of reading development in children with typical reading skills from the beginning of their formal reading instruction. Thus, the purpose of this study was to determine the influence of decoding and language comprehension on reading comprehension ability. In addition, this study aimed to determine types of profiles among poor readers and estimate their frequency in the study sample.
UNASSIGNED: Based on the Simple View of Reading model, we developed decoding, language comprehension, and reading comprehension tasks. Participants included 100 typical readers (TR) and 95 poor readers (PR) in the second grade in Croatian schools. Phonemic awareness, phonological working memory, and rapid automatized naming tasks were used to test underlying abilities of decoding skills in both groups of participants.
UNASSIGNED: As expected, PRs showed significantly lower performance on all variables than TRs. The correlations between decoding, language comprehension and reading comprehension are significant in the PR group. The linear regression analysis showed that language comprehension was a significant predictor of reading comprehension for TRs, while decoding and language comprehension were significant predictors of reading comprehension for PRs. The profiling of reading difficulties revealed five different profiles, the most common of which was a mixed reading difficulty, i.e., difficulties in both decoding and language comprehension.
UNASSIGNED: In line with theoretical expectations, success in reading comprehension in TRs at the end of the second grade depends mainly on language comprehension. To achieve this complex cognitive skill, PRs\' language comprehension alone is not sufficient, so they still rely on their decoding skills. Among the poor readers, there was a high prevalence of children with decoding problems (i.e., three out of five profiles). Teachers should be able to identify and monitor decoding difficulties in children, since these difficulties are associated with noticeable manifestations, unlike those associated with comprehension difficulties.