TITLE

CLASSIFICATION OF STUDENTS WITH READING COMPREHENSION DIFFICULTIES: THE ROLES OF MOTIVATION, AFFECT, AND PSYCHOPATHOLOGY

AUTHOR(S)
Sideridis, Georgios D.; Mouzaki, Angeliki; Simos, Panagiotis; Protopapas, Athanassios
PUB. DATE
July 2006
SOURCE
Learning Disability Quarterly;Summer2006, Vol. 29 Issue 3, p159
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Attempts to evaluate the cognitive-motivational profiles of students with reading comprehension difficulties have been scarce. The purpose of the present study was twofold: (a) to assess the discriminatory validity of cognitive, motivational, affective, and psychopathological variables for identification of students with reading difficulties, and (b) to profile students with and without reading comprehension difficulties across those variables. Participants were 87 students who scored more than 1.3 SD below the mean on a standardized reading comprehension battery and 500 typical students in grades 2 through 4. Results using linear discriminant analyses indicated that students with reading comprehension difficulties could be accurately predicted by low cognitive skills and high competitiveness. Using cluster analysis, students with significant deficits in reading comprehension were mostly assigned to a low skill/low motivation group (termed helpless) or a low skill/high motivation group (termed motivated low achievers). Based on these findings, it was concluded that motivation, emotions, and psychopathology play a pivotal role in explaining the achievement tendencies of students with reading comprehension difficulties.
ACCESSION #
22265363

 

Related Articles

  • Reading disability defined as a discrepancy between listening and reading comprehension. Badian, Nathlie A. // Journal of Learning Disabilities;Mar/Apr1999, Vol. 32 Issue 2, p138 

    Investigates whether defining reading disability by a discrepancy between group-administered tests of listening and reading comprehension would produce result similar in terms of stability, gender ratio and prevalence to IQ-achievement test discrepancy definitions. Consistent reading disability...

  • Reading Success: Validation of a Specialized Literacy Program (1978-2007). Idol, Lorna // Remedial & Special Education;Mar/Apr2010, Vol. 31 Issue 2, p97 

    Reading Success is an individualized teacher-guided literacy program proven for 663 students who experienced difficulty with reading. The students had learning disabilities, mild mental retardation, and behavior challenges; were at risk for school failure; or were transitioning from speaking...

  • Can Reading Disabilities Be Diagnosed Without Using Intelligence Tests? Aaron, P.G. // Journal of Learning Disabilities;Mar1991, Vol. 24 Issue 3 

    Presents a differential diagnosis of reading disabilities using reading-related tasks such as listening comprehension. Regression equation derived to predict reading comprehension from listening comprehension; Factors behind the reading difficulty exhibited by children with learning disabilities.

  • Comparison of reading-writing patterns and performance of students with and without reading difficulties. Fidalgo, Raquel; Torrance, Mark; Arias-Gundín, Olga; Martínez-Cocó, Begoña // Psicothema;nov2014, Vol. 26 Issue 4, p442 

    Background: This paper analyses performance and the process used in carrying out a common hybrid task, such as, summarizing a text, from a developmental point of view and comparing the differences between students with and without reading difficulties. Method: 548 students typically developing...

  • Why Can't John Read? Perhaps He's Not a Good Listener. Berger, Natalie S. // Journal of Learning Disabilities;Dec1978, Vol. 11 Issue 10 

    Investigates the relationship between listening and reading comprehension through a comparison of the performance of skilled and poor readers. Predominant models of reading comprehension; Source of disability in poor readers; Conceptualization of reading comprehension; Superiority of skilled...

  • Reading Achievement and the Ability to Manipulate Visual and Auditory Stimuli. Amoriell, William J. // Journal of Learning Disabilities;Oct1979, Vol. 12 Issue 8, p64 

    Provides information relative to reading achievement and a child's ability to manipulate sequential stimuli within and between the auditory and visual modalities. Impact of the inclusion of visual sequential memory tasks on clinic and classroom programs; Comparison between the performance of...

  • Computer-Based Compensation of Adult Reading Disabilities. Elkind, Jerome; Black, Molly Sandperl; Murray, Carol // Annals of Dyslexia;1996, Vol. 46, p159 

    We studied the use of computer readers, and especially their speech synthesis component, as a compensatory tool for adults with dyslexia. We first explored the enhancement of reading skills in a group of college students and working adults. Their unaided reading was very slow, and most...

  • Processing of Derived Forms in High-Functioning Dyslexics. Deacon, S. Hélène; Parrila, Rauno; Kirby, John R. // Annals of Dyslexia;2006, Vol. 56 Issue 1, p103 

    We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning dyslexics with a group of normal...

  • Fluency and Comprehension Interventions for Third-Grade Students. Vaughn, Sharon; Chard, David J.; Bryant, Diane Pedrotty; Coleman, Maggie; Tyler, Brenda-Jean; Linan-Thompson, Sylvia; Kouzekanani, Kamiar // Remedial & Special Education;Nov/Dec2000, Vol. 21 Issue 6, p325 

    ABSTRACT Eight third-grade teachers and their 111 students participated in this 12-week study that was conducted within regular classroom settings. Sixteen of the students demonstrated significant reading problems and qualified for special education or were identified by the school district as...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics