The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study

Predictors of reading comprehension among children with SLI have been rarely studied in Spanish. Even more sparse are longitudinal studies inspecting the evolution of their reading abilities. The aim of the present study is to inspect how decoding, production of grammatical/ungrammatical sentences,...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Coloma, Carmen Julia [verfasserIn] De Barbieri, Zulema [verfasserIn] Quezada, Camilo [verfasserIn] Bravo, Carolina [verfasserIn] Chaf, Gabriela [verfasserIn] Araya, Claudia [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	Specific Language Impairment (SLI) grammar decoding vocabulary reading comprehension

Übergeordnetes Werk:	Enthalten in: Journal of communication disorders - New York, NY : Elsevier, 1967, 86
Übergeordnetes Werk:	volume:86

DOI / URN:	10.1016/j.jcomdis.2020.106002

Katalog-ID:	ELV004258932

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650		4	\|a Specific Language Impairment (SLI)
650		4	\|a grammar
650		4	\|a decoding
650		4	\|a vocabulary
650		4	\|a reading comprehension
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allfields	10.1016/j.jcomdis.2020.106002 doi (DE-627)ELV004258932 (ELSEVIER)S0021-9924(20)30070-8 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.94 bkl Coloma, Carmen Julia verfasserin aut The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Predictors of reading comprehension among children with SLI have been rarely studied in Spanish. Even more sparse are longitudinal studies inspecting the evolution of their reading abilities. The aim of the present study is to inspect how decoding, production of grammatical/ungrammatical sentences, production of simple/complex sentences, and vocabulary (measured with two instruments) predict reading comprehension among Spanish-speaking monolingual school-age children with SLI in two grades: 2nd grade and 4th grade. Forty-eight children were recruited for this study, evenly grouped in two conditions: SLI and Typical. Groups were balanced by gender with no differences in months of age. All children were assessed twice: when in 2nd grade and when in 4th grade. Several multiple regression analyses were conducted. Findings revealed differences in terms of which particular predictors significantly impacted reading comprehension in each group. Vocabulary and syntax complexity are the most consistent predictors of reading performance. Decoding predicted reading comprehension performance only in the observed early stage (2nd grade), becoming non-significant over time. Grammaticality was found to have no impact on reading comprehension in both groups. Reported results suggest that vocabulary and complex syntax solidly predict reading comprehension, while decoding and grammaticality play a minor or even negligible role. Thus, interventions designed to improve reading comprehension among children with SLI might benefit from targeting these two particular dimensions of language. Specific Language Impairment (SLI) grammar decoding vocabulary reading comprehension De Barbieri, Zulema verfasserin aut Quezada, Camilo verfasserin aut Bravo, Carolina verfasserin aut Chaf, Gabriela verfasserin aut Araya, Claudia verfasserin aut Enthalten in Journal of communication disorders New York, NY : Elsevier, 1967 86 Online-Ressource (DE-627)320505316 (DE-600)2012755-8 (DE-576)25948475X 1873-7994 nnns volume:86 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.94 Hals-Nasen-Ohrenheilkunde AR 86
spelling	10.1016/j.jcomdis.2020.106002 doi (DE-627)ELV004258932 (ELSEVIER)S0021-9924(20)30070-8 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.94 bkl Coloma, Carmen Julia verfasserin aut The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Predictors of reading comprehension among children with SLI have been rarely studied in Spanish. Even more sparse are longitudinal studies inspecting the evolution of their reading abilities. The aim of the present study is to inspect how decoding, production of grammatical/ungrammatical sentences, production of simple/complex sentences, and vocabulary (measured with two instruments) predict reading comprehension among Spanish-speaking monolingual school-age children with SLI in two grades: 2nd grade and 4th grade. Forty-eight children were recruited for this study, evenly grouped in two conditions: SLI and Typical. Groups were balanced by gender with no differences in months of age. All children were assessed twice: when in 2nd grade and when in 4th grade. Several multiple regression analyses were conducted. Findings revealed differences in terms of which particular predictors significantly impacted reading comprehension in each group. Vocabulary and syntax complexity are the most consistent predictors of reading performance. Decoding predicted reading comprehension performance only in the observed early stage (2nd grade), becoming non-significant over time. Grammaticality was found to have no impact on reading comprehension in both groups. Reported results suggest that vocabulary and complex syntax solidly predict reading comprehension, while decoding and grammaticality play a minor or even negligible role. Thus, interventions designed to improve reading comprehension among children with SLI might benefit from targeting these two particular dimensions of language. Specific Language Impairment (SLI) grammar decoding vocabulary reading comprehension De Barbieri, Zulema verfasserin aut Quezada, Camilo verfasserin aut Bravo, Carolina verfasserin aut Chaf, Gabriela verfasserin aut Araya, Claudia verfasserin aut Enthalten in Journal of communication disorders New York, NY : Elsevier, 1967 86 Online-Ressource (DE-627)320505316 (DE-600)2012755-8 (DE-576)25948475X 1873-7994 nnns volume:86 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.94 Hals-Nasen-Ohrenheilkunde AR 86
allfields_unstemmed	10.1016/j.jcomdis.2020.106002 doi (DE-627)ELV004258932 (ELSEVIER)S0021-9924(20)30070-8 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.94 bkl Coloma, Carmen Julia verfasserin aut The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Predictors of reading comprehension among children with SLI have been rarely studied in Spanish. Even more sparse are longitudinal studies inspecting the evolution of their reading abilities. The aim of the present study is to inspect how decoding, production of grammatical/ungrammatical sentences, production of simple/complex sentences, and vocabulary (measured with two instruments) predict reading comprehension among Spanish-speaking monolingual school-age children with SLI in two grades: 2nd grade and 4th grade. Forty-eight children were recruited for this study, evenly grouped in two conditions: SLI and Typical. Groups were balanced by gender with no differences in months of age. All children were assessed twice: when in 2nd grade and when in 4th grade. Several multiple regression analyses were conducted. Findings revealed differences in terms of which particular predictors significantly impacted reading comprehension in each group. Vocabulary and syntax complexity are the most consistent predictors of reading performance. Decoding predicted reading comprehension performance only in the observed early stage (2nd grade), becoming non-significant over time. Grammaticality was found to have no impact on reading comprehension in both groups. Reported results suggest that vocabulary and complex syntax solidly predict reading comprehension, while decoding and grammaticality play a minor or even negligible role. Thus, interventions designed to improve reading comprehension among children with SLI might benefit from targeting these two particular dimensions of language. Specific Language Impairment (SLI) grammar decoding vocabulary reading comprehension De Barbieri, Zulema verfasserin aut Quezada, Camilo verfasserin aut Bravo, Carolina verfasserin aut Chaf, Gabriela verfasserin aut Araya, Claudia verfasserin aut Enthalten in Journal of communication disorders New York, NY : Elsevier, 1967 86 Online-Ressource (DE-627)320505316 (DE-600)2012755-8 (DE-576)25948475X 1873-7994 nnns volume:86 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.94 Hals-Nasen-Ohrenheilkunde AR 86
allfieldsGer	10.1016/j.jcomdis.2020.106002 doi (DE-627)ELV004258932 (ELSEVIER)S0021-9924(20)30070-8 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.94 bkl Coloma, Carmen Julia verfasserin aut The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Predictors of reading comprehension among children with SLI have been rarely studied in Spanish. Even more sparse are longitudinal studies inspecting the evolution of their reading abilities. The aim of the present study is to inspect how decoding, production of grammatical/ungrammatical sentences, production of simple/complex sentences, and vocabulary (measured with two instruments) predict reading comprehension among Spanish-speaking monolingual school-age children with SLI in two grades: 2nd grade and 4th grade. Forty-eight children were recruited for this study, evenly grouped in two conditions: SLI and Typical. Groups were balanced by gender with no differences in months of age. All children were assessed twice: when in 2nd grade and when in 4th grade. Several multiple regression analyses were conducted. Findings revealed differences in terms of which particular predictors significantly impacted reading comprehension in each group. Vocabulary and syntax complexity are the most consistent predictors of reading performance. Decoding predicted reading comprehension performance only in the observed early stage (2nd grade), becoming non-significant over time. Grammaticality was found to have no impact on reading comprehension in both groups. Reported results suggest that vocabulary and complex syntax solidly predict reading comprehension, while decoding and grammaticality play a minor or even negligible role. Thus, interventions designed to improve reading comprehension among children with SLI might benefit from targeting these two particular dimensions of language. Specific Language Impairment (SLI) grammar decoding vocabulary reading comprehension De Barbieri, Zulema verfasserin aut Quezada, Camilo verfasserin aut Bravo, Carolina verfasserin aut Chaf, Gabriela verfasserin aut Araya, Claudia verfasserin aut Enthalten in Journal of communication disorders New York, NY : Elsevier, 1967 86 Online-Ressource (DE-627)320505316 (DE-600)2012755-8 (DE-576)25948475X 1873-7994 nnns volume:86 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.94 Hals-Nasen-Ohrenheilkunde AR 86
allfieldsSound	10.1016/j.jcomdis.2020.106002 doi (DE-627)ELV004258932 (ELSEVIER)S0021-9924(20)30070-8 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.94 bkl Coloma, Carmen Julia verfasserin aut The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Predictors of reading comprehension among children with SLI have been rarely studied in Spanish. Even more sparse are longitudinal studies inspecting the evolution of their reading abilities. The aim of the present study is to inspect how decoding, production of grammatical/ungrammatical sentences, production of simple/complex sentences, and vocabulary (measured with two instruments) predict reading comprehension among Spanish-speaking monolingual school-age children with SLI in two grades: 2nd grade and 4th grade. Forty-eight children were recruited for this study, evenly grouped in two conditions: SLI and Typical. Groups were balanced by gender with no differences in months of age. All children were assessed twice: when in 2nd grade and when in 4th grade. Several multiple regression analyses were conducted. Findings revealed differences in terms of which particular predictors significantly impacted reading comprehension in each group. Vocabulary and syntax complexity are the most consistent predictors of reading performance. Decoding predicted reading comprehension performance only in the observed early stage (2nd grade), becoming non-significant over time. Grammaticality was found to have no impact on reading comprehension in both groups. Reported results suggest that vocabulary and complex syntax solidly predict reading comprehension, while decoding and grammaticality play a minor or even negligible role. Thus, interventions designed to improve reading comprehension among children with SLI might benefit from targeting these two particular dimensions of language. Specific Language Impairment (SLI) grammar decoding vocabulary reading comprehension De Barbieri, Zulema verfasserin aut Quezada, Camilo verfasserin aut Bravo, Carolina verfasserin aut Chaf, Gabriela verfasserin aut Araya, Claudia verfasserin aut Enthalten in Journal of communication disorders New York, NY : Elsevier, 1967 86 Online-Ressource (DE-627)320505316 (DE-600)2012755-8 (DE-576)25948475X 1873-7994 nnns volume:86 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.94 Hals-Nasen-Ohrenheilkunde AR 86
language	English
source	Enthalten in Journal of communication disorders 86 volume:86
sourceStr	Enthalten in Journal of communication disorders 86 volume:86
format_phy_str_mv	Article
bklname	Hals-Nasen-Ohrenheilkunde
institution	findex.gbv.de
topic_facet	Specific Language Impairment (SLI) grammar decoding vocabulary reading comprehension
dewey-raw	610
isfreeaccess_bool	false
container_title	Journal of communication disorders
authorswithroles_txt_mv	Coloma, Carmen Julia @@aut@@ De Barbieri, Zulema @@aut@@ Quezada, Camilo @@aut@@ Bravo, Carolina @@aut@@ Chaf, Gabriela @@aut@@ Araya, Claudia @@aut@@
publishDateDaySort_date	2020-01-01T00:00:00Z
hierarchy_top_id	320505316
dewey-sort	3610
id	ELV004258932
language_de	englisch
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author	Coloma, Carmen Julia
spellingShingle	Coloma, Carmen Julia ddc 610 fid LING bkl 44.94 misc Specific Language Impairment (SLI) misc grammar misc decoding misc vocabulary misc reading comprehension The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study
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topic_title	610 DE-600 LING DE-30 fid 44.94 bkl The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study Specific Language Impairment (SLI) grammar decoding vocabulary reading comprehension
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title	The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study
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title_full	The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study
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author_browse	Coloma, Carmen Julia De Barbieri, Zulema Quezada, Camilo Bravo, Carolina Chaf, Gabriela Araya, Claudia
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title_sort	the impact of vocabulary, grammar and decoding on reading comprehension among children with sli: a longitudinal study
title_auth	The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study
abstract	Predictors of reading comprehension among children with SLI have been rarely studied in Spanish. Even more sparse are longitudinal studies inspecting the evolution of their reading abilities. The aim of the present study is to inspect how decoding, production of grammatical/ungrammatical sentences, production of simple/complex sentences, and vocabulary (measured with two instruments) predict reading comprehension among Spanish-speaking monolingual school-age children with SLI in two grades: 2nd grade and 4th grade. Forty-eight children were recruited for this study, evenly grouped in two conditions: SLI and Typical. Groups were balanced by gender with no differences in months of age. All children were assessed twice: when in 2nd grade and when in 4th grade. Several multiple regression analyses were conducted. Findings revealed differences in terms of which particular predictors significantly impacted reading comprehension in each group. Vocabulary and syntax complexity are the most consistent predictors of reading performance. Decoding predicted reading comprehension performance only in the observed early stage (2nd grade), becoming non-significant over time. Grammaticality was found to have no impact on reading comprehension in both groups. Reported results suggest that vocabulary and complex syntax solidly predict reading comprehension, while decoding and grammaticality play a minor or even negligible role. Thus, interventions designed to improve reading comprehension among children with SLI might benefit from targeting these two particular dimensions of language.
abstractGer	Predictors of reading comprehension among children with SLI have been rarely studied in Spanish. Even more sparse are longitudinal studies inspecting the evolution of their reading abilities. The aim of the present study is to inspect how decoding, production of grammatical/ungrammatical sentences, production of simple/complex sentences, and vocabulary (measured with two instruments) predict reading comprehension among Spanish-speaking monolingual school-age children with SLI in two grades: 2nd grade and 4th grade. Forty-eight children were recruited for this study, evenly grouped in two conditions: SLI and Typical. Groups were balanced by gender with no differences in months of age. All children were assessed twice: when in 2nd grade and when in 4th grade. Several multiple regression analyses were conducted. Findings revealed differences in terms of which particular predictors significantly impacted reading comprehension in each group. Vocabulary and syntax complexity are the most consistent predictors of reading performance. Decoding predicted reading comprehension performance only in the observed early stage (2nd grade), becoming non-significant over time. Grammaticality was found to have no impact on reading comprehension in both groups. Reported results suggest that vocabulary and complex syntax solidly predict reading comprehension, while decoding and grammaticality play a minor or even negligible role. Thus, interventions designed to improve reading comprehension among children with SLI might benefit from targeting these two particular dimensions of language.
abstract_unstemmed	Predictors of reading comprehension among children with SLI have been rarely studied in Spanish. Even more sparse are longitudinal studies inspecting the evolution of their reading abilities. The aim of the present study is to inspect how decoding, production of grammatical/ungrammatical sentences, production of simple/complex sentences, and vocabulary (measured with two instruments) predict reading comprehension among Spanish-speaking monolingual school-age children with SLI in two grades: 2nd grade and 4th grade. Forty-eight children were recruited for this study, evenly grouped in two conditions: SLI and Typical. Groups were balanced by gender with no differences in months of age. All children were assessed twice: when in 2nd grade and when in 4th grade. Several multiple regression analyses were conducted. Findings revealed differences in terms of which particular predictors significantly impacted reading comprehension in each group. Vocabulary and syntax complexity are the most consistent predictors of reading performance. Decoding predicted reading comprehension performance only in the observed early stage (2nd grade), becoming non-significant over time. Grammaticality was found to have no impact on reading comprehension in both groups. Reported results suggest that vocabulary and complex syntax solidly predict reading comprehension, while decoding and grammaticality play a minor or even negligible role. Thus, interventions designed to improve reading comprehension among children with SLI might benefit from targeting these two particular dimensions of language.
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title_short	The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study
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author2	De Barbieri, Zulema Quezada, Camilo Bravo, Carolina Chaf, Gabriela Araya, Claudia
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up_date	2024-07-06T22:23:22.549Z
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The impact of vocabulary, grammar and decoding on reading comprehension among children with SLI: a longitudinal study

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