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Pattern of Preschool Prediction of Reading Comprehension Impairment: A 10 Year Longitudinal Study
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
University of Bergen, Norway.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Stavanger University, Norway.
2014 (English)Manuscript (preprint) (Other academic)
Abstract [en]

Compromised reading comprehension will invariably influence future academic achievements. In reading research there has been an emphasis on early identification of poor decoders to reduce future difficulties. Only a few studies have examined preschool prediction of reading comprehension impairments beyond the first grades of school, and these studies have presented different patterns of results. As studies have mostly been conducted in English; it is unclear how the results generalize to languages with transparent orthographies. In this study, a Swedish and a Norwegian twin sample were used to predict reading comprehension and decoding impairments in grade 2, 4 and 8/9 from preschool. The results suggested an important role for RAN and verbal memory. Compromised RAN was consistently associated with the poor decoders, as well as in identifying poor reading comprehenders in grade 8/9. Verbal memory tasks at preschool contributed to the identification of children with reading comprehension impairment across grades.

Place, publisher, year, edition, pages
2014.
Keyword [en]
Reading comprehension, reading disabilities, longitudinal study
National Category
Educational Sciences Didactics
Identifiers
URN: urn:nbn:se:liu:diva-110035OAI: oai:DiVA.org:liu-110035DiVA: diva2:742371
Available from: 2014-09-01 Created: 2014-09-01 Last updated: 2014-09-01Bibliographically approved
In thesis
1. Early Predictors of Reading Comprehension Difficulties
Open this publication in new window or tab >>Early Predictors of Reading Comprehension Difficulties
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Tidiga prediktorer för läsförståelseproblem
Abstract [en]

The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step.

The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures.

In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.

Abstract [sv]

Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete.

De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning.

Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014. 80 p.
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 186
Keyword
Reading comprehension, poor comprehenders, longitudinal study, early identification, reading disability, Läsförståelse, poor comprehenders, longitudinell studie, tidig identifiering, lässvårigheter
National Category
Didactics Pedagogy Learning
Identifiers
urn:nbn:se:liu:diva-110036 (URN)10.3384/diss.diva-110036 (DOI)978-91-7519-281-9 (ISBN)
Public defence
2014-09-19, I101, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2014-09-01 Created: 2014-09-01 Last updated: 2014-09-09Bibliographically approved

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Elwér, ÅsaGustafson, StefanSamuelsson, Stefan

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