ERIC Number: EJ1130096
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties
Koriakin, Taylor A.; Kaufman, Alan S.
Journal of Psychoeducational Assessment, v35 n1-2 p138-148 Feb-Apr 2017
Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate "specific" reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading profiles--basic reading difficulties (BRD), reading fluency difficulties (RFD), reading comprehension difficulties (RCD), and typical readers (total n = 821). Results indicated significant differences between the groups on most error factors. Post hoc analyses indicated there were no significant differences between the RFD and RCD groups, but these groups demonstrated different patterns of significant weakness relative to typical readers. The RFD group was weaker in spelling and oral expression whereas the RCD group demonstrated difficulties in writing mechanics and listening comprehension. These findings indicate that comprehension deficits cannot be attributed only to fluency difficulties and that specific reading difficulties may translate to other aspects of achievement.
Descriptors: Error Patterns, Reading Comprehension, Reading Fluency, Reading Difficulties, Differences, Comparative Analysis, Achievement Tests, Preschool Children, Elementary School Students, Secondary School Students, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Test of Educational Achievement