ERIC Number: EJ1171001
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Predictors of Reading Comprehension among Struggling Readers Who Exhibit Differing Levels of Inattention and Hyperactivity
Swanson, Elizabeth; Barnes, Marcia; Fall, Anna-Mari; Roberts, Greg
Reading & Writing Quarterly, v34 n2 p132-146 2018
The purpose of this study was to investigate the impact of inference making, decoding, memory, and vocabulary on reading comprehension among 7th- through 12th-grade struggling readers with varying levels of inattention and hyperactivity. We categorized a group of 414 struggling readers into 3 groups based on results from factor mixture modeling: (a) low inattention + low hyperactivity, (b) high inattention + high hyperactivity, and (c) high inattention + low hyperactivity. Results indicated that vocabulary and inference making, but not decoding, predicted reading comprehension outcomes among all 3 groups of struggling readers. Working memory predicted reading comprehension among struggling readers in the low inattention + low hyperactivity and high inattention + high hyperactivity groups.
Descriptors: Reading Comprehension, Reading Skills, Reading Difficulties, Decoding (Reading), Inferences, Vocabulary, Secondary School Students, Attention Deficit Disorders, Hyperactivity, Attention Deficit Hyperactivity Disorder, Attention, Predictor Variables, Short Term Memory, Intelligence Tests, Achievement Tests, Rating Scales, Probability, Scores, Structural Equation Models, Reading Tests
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
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas (Houston)
Identifiers - Assessments and Surveys: Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305F100013