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ERIC Number: EJ1096824
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1934-5747
Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models
Barnes, Marcia A.; Stuebing, Karla K.; Fletcher, Jack M.; Barth, Amy E.; Francis, David J.
Journal of Research on Educational Effectiveness, v9 n2 p153-172 2016
Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These "extreme" group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects. Using data for students in Grades 6 through 12 (n = 766), regression techniques assessed the significance and size of the relation of suppression to reading comprehension across the distribution of comprehension skill. After accounting for decoding efficiency and nonverbal IQ, suppression, measured by performance on a verbal proactive interference task, accounted for a small amount of significant unique variance in comprehension (less than 1%). A comparison of suppression in less skilled comprehenders matched to more skilled comprehenders (48 per group) on age, word reading efficiency, and nonverbal IQ did not show significant group differences in suppression. The implications of the findings for theories of reading comprehension and for informing comprehension assessment and intervention are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305F100013; P50HD052117