Reading Comprehension Subgroups in Arabic: A Simple but Not A Multiplicative Model

Autor/in	Asadi, Ibrahim A.
Titel	Reading Comprehension Subgroups in Arabic: A Simple but Not A Multiplicative Model
Quelle	In: Reading & Writing Quarterly, 34 (2018) 4, S.281-290 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2017.1387835
Schlagwörter	Reading Comprehension; Semitic Languages; Models; Elementary School Students; Knowledge Level; Cohort Analysis; Decoding (Reading); Outcome Measures; Reading Achievement; Foreign Countries; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Israel + Suchen Sie Ihr Suchwort? Leseverstehen; Arabisch; Hebräisch; Analogiemodell; Wissensbasis; Kohortenanalyse; Dekodierung; Leseleistung; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	The simple view of reading (SVR) model posits that reading comprehension is a product of decoding and listening comprehension and that reading comprehension difficulties can be categorized according to the weakness and strength of these 2 components. In the present study, I tested the applicability of the SVR to reading comprehension subgroups in Arabic and the multiplicative claim. A large sample of 1,012 children who were good readers and 370 children with poor reading comprehension from 1st through 6th grades took part in the study. The findings provide support for the SVR: 80% of children with poor reading comprehension were classified into hyperlexic, dyslexic, or garden variety subgroups based on their performance in decoding and listening comprehension. In addition, 26% of the children with adequate reading comprehension showed weakness in decoding and/or listening comprehension, a finding that does not support the multiplicative model. I discuss theoretical implications with specific recommendations for intervention programs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01