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ERIC Number: EJ1142318
Record Type: Journal
Publication Date: 2017-Apr
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-1461
EISSN: N/A
Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities
Nippold, Marilyn A.
Language, Speech, and Hearing Services in Schools, v48 n2 p125-131 Apr 2017
Purpose: The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., "Find the main idea") are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed. Method: Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents. Results: The findings indicate that poor reading comprehension in adolescents is predicted by concurrent deficits in word reading ability, lexical development, and syntactic development. Conclusion: When poor comprehension is accompanied by deficits in word reading ability and/or lexical and syntactic development, intervention should target the underlying areas of deficiency. Studies designed to improve reading comprehension in adolescents are needed.
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institute on Deafness and Other Communication Disorders (NIDCD)
Authoring Institution: N/A
Grant or Contract Numbers: 2P50DC0274606A1