Language deficits in poor comprehenders: A case for the simple view of reading

Journal of Speech, Language, and Hearing Research

Volumn 49, Issue 2, 2006, Pages 278-293

  Catts, Hugh W ^a   Adlof, Suzanne M ^a   Weismer, Susan Ellis ^b  

^a UNIVERSITY OF KANSAS   (United States)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

Language comprehension deficits; Phonological processing; Poor comprehenders; Simple view of reading; Specific reading comprehension deficit

Indexed keywords

ARTICLE; COMPREHENSION; CONTROLLED STUDY; HUMAN; INTELLIGENCE QUOTIENT; KINDERGARTEN; LANGUAGE DISABILITY; MAJOR CLINICAL STUDY; MENTAL PERFORMANCE; PHONETICS; PRIMARY SCHOOL; READING; RETROSPECTIVE STUDY; WORD RECOGNITION; ADOLESCENT; ANALYSIS OF VARIANCE; CASE CONTROL STUDY; DYSLEXIA; EDUCATIONAL STATUS; FEMALE; LANGUAGE TEST; LINGUISTICS; MALE; MULTIVARIATE ANALYSIS; SPEECH DISORDER;

ADOLESCENT; ANALYSIS OF VARIANCE; ARTICULATION DISORDERS; CASE-CONTROL STUDIES; COMPREHENSION; DYSLEXIA; EDUCATIONAL STATUS; FEMALE; HUMANS; LANGUAGE DISORDERS; LANGUAGE TESTS; MALE; MULTIVARIATE ANALYSIS; PHONETICS; RETROSPECTIVE STUDIES; VOCABULARY;

EID: 33747864547     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2006/023)     Document Type: Article

References (60)

1. Bishop, D. V. M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders, and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027-1050.
2. Bishop, D. V. M., North, T., & Donlan, C. (1996). Nonword repetition as a behavioral marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry, 37, 391-403.
3. Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858-886.
4. Cain, K., Oakhill, J., & Bryant, P. (2000). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13, 31-56.
5. Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference making ability, and their relation to knowledge. Memory & Cognition, 29, 850-859.
6. Cain, K., Oakhill, J. V., & Bryant, P. E. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31-42.
7. Cain, K., Oakhill, J. V., & Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30, 681-694.
8. Catts, H. W., Adlof, S. M., Hogan, T. P., & Ellis Weismer, S. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378-1396.
9. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities. Scientific Studies of Reading, 3, 331-361.
10. Catts, H. W., Hogan, T. P., & Fey, M. E. (2003). Subgrouping poor readers on the basis of reading-related abilities. Journal of Learning Disabilities, 36, 151-164.
11. Catts, H. W., & Kamhi, A. G. (Eds.). (2005). Language and reading disabilities (2nd ed.). Boston: Allyn & Bacon.
12. Conti-Ramsden, G., Botting, N., & Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). Journal of Child Psychology and Psychiatry and Allied Disciplines, 42, 741-748.
13. Crais, E. R., & Chapman, R. S. (1987). Story recall and inferencing skills in language/learning-disabled and nondisabled children. Journal of Speech and Hearing Disorders, 52, 50-55.
14. Culatta, B., Page, J., & Ellis, J. (1983). Story retelling as a communicative performance screening tool. Language, Speech, and Hearing Services in Schools, 14, 66-74.
15. Dollaghan, C. A., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136-1146.
16. Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test, Revised. Circle Pines, MN: American Guidance Service.
17. Dunnett, C. W. (1980). Pairwise multiple comparisons in the unequal variance case. Journal of the American Statistical Association, 75, 796-800.
18. Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., Francis, D. J., Fowler, A. E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6-23.
19. Francis, D. J., Fletcher, J. M., Catts, H. W., & Tomblin, J. B. (2005). Dimensions affecting the assessment of reading comprehension. In S. A. Stahl & S. G. Paris (Eds.), Children's reading comprehension and assessment (pp. 369-394). Mahwah, NJ: Erlbaum.
20. Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336-360.
21. Gayan, J., & Olson, R. K. (2003). Genetic and environmental influences on individual differences in printed word recognition. Journal of Experimental Child Psychology, 84, 97-123.
22. Gillon, G. T. (2004). Phonological awareness: From research to practice. New York: Guilford Press.
23. Gough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 1-13). Mahwah, NJ: Erlbaum.
24. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. RASE: Remedial and Special Education, 7, 6-10.
25. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127-160.
26. Kaufman, A. S. (1979). Intelligence testing with the WISC-R. New York: Wiley.
27. Kertoy, M. K., & Goetz, K. M. (1995). The relationship between listening performance on the sentence verification technique and other measures of listening comprehension. Contemporary Educational Psychology, 20, 320-339.
28. Leslie, L., & Caldwell, J. (1995). Qualitative Reading Inventory (2nd ed.). New York: Addison-Wesley.
29. LoBello, S. G. (1991). Intelligence testing with the WISC-R. New York: Wiley.
30. Lovett, M. W., Lacerenza, L., & Borden, S. L. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33, 458-476.
31. Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-14.
32. Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Erlbaum.
33. Meyer, M. S., Wood, F. B., Hart, L. A., & Felton, R. H. (1998). Selective predictive value of rapid automatized naming in poor readers. Journal of Learning Disabilities, 31, 106-117.
34. Nation, K., Adams, J. W., Bowyer-Crane, C. A., & Snowling, M. J. (1999). Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of Experimental Child Psychology, 73, 139-158.
35. Nation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairments? Journal of Speech, Language, and Hearing Research, 47, 199-211.
36. Nation, K., & Snowling, M. J. (1997). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69, 996-1011.
37. Nation, K., & Snowling, M. J. (1998a). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69, 994-1009.
38. Nation, K., & Snowling, M. J. (1998b). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85-101.
39. Nation, K., & Snowling, M. J. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: Evidence from semantic priming. Cognition, 70, B1-B13.
40. Newcomer, P. (1990). Diagnostic Achievement Battery, Second Edition. Austin, TX: Pro-Ed.
41. Newcomer, P., & Hammill, D. (1988). Test of Language Development - Primary: Second Edition. Austin, TX: Pro-Ed.
42. Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443-468.
43. Semel, E., Wiig, E., & Secord, W. (1995). Clinical Evaluation of Language Fundamentals - Third Edition. San Antonio, TX: The Psychological Corporation.
44. Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf.
45. Snowling, M. J. (2005). Literacy outcomes for children with oral language impairments: Developmental interactions between language skills and learning to read. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 55-75). Mahwah, NJ: Erlbaum.
46. Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
47. Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of reading-disabled children: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
48. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
49. Stothard, S. E., & Hulme, C. (1992). Reading comprehension difficulties in children: The role of language comprehension and working memory skills. Reading and Writing, 4, 245-256.
50. Stothard, S. E., & Hulme, C. (1995). A comparison of phonological skills in children with reading comprehension difficulties and children with decoding difficulties. Journal of Child Psychology and Psychiatry, 36, 399-408.
51. Swanson, H. L., & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36, 124-135.
52. Tomblin, J. B., Records, N., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245-1260.
53. Tomblin, J. B., Records, N. L., & Zhang, X. (1996). A system for the diagnosis of specific language impairment in kindergarten children. Journal of Speech and Hearing Research, 39, 1284-1294.
54. Torgesen, J. K., Al Otaiba, S., & Grek, M. L. (2005). Assessment and instruction for phonemic awareness and word recognition skills. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 127-156). Boston: Allyn & Bacon.
55. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.
56. Wechsler, D. (1991). Wechsler Intelligence Scale for Children - Third Edition. San Antonio, TX: Psychological Corporation.
57. Westby, C. A. (2005). Assessing and remediating text comprehension problems. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 157-232). Boston: Allyn & Bacon.
58. Wiederholt, J., & Bryant, B. (1992). Gray Oral Reading Test, Third Edition. Austin, TX: Pro-Ed.
59. Woodcock, R. (1987). Woodcock Reading Mastery Tests - Revised. Circle Pines, MN: AGS.
60. Yuill, N., & Oakhill, J. (1991). Children's problems in text comprehension: An experimental investigation. New York: Cambridge University Press.