TITLE

Why Can't John Read? Perhaps He's Not a Good Listener

AUTHOR(S)
Berger, Natalie S.
PUB. DATE
December 1978
SOURCE
Journal of Learning Disabilities;Dec1978, Vol. 11 Issue 10
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
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 readers on both listening and reading comprehension abilities.
ACCESSION #
4730176

 

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...

  • 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.

  • 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...

  • Impact and Implications of Word-Finding Difficulties in Adolescents on Listening Comprehension Assessment. Newman, Diana B. // Communication Disorders Quarterly;May2010, Vol. 31 Issue 3, p155 

    This investigation examined the listening comprehension (LC) performance of two groups of adolescent struggling readers, one group with word-finding difficulties (WFD) and one with no word-finding difficulties (NWFD). Of interest was whether the expressive language difficulties of the WFD group...

  • Diagnosing Comprehension Deficits Through Listening and Reading. Carlisle, Joanne F. // Annals of Dyslexia;1989, Vol. 39, p159 

    Assessment of students with reading comprehension difficulties should include measurement of both listening and reading comprehension of extended discourse in order to begin to identify the reason or reasons for their deficits. The problems of developing an effective comprehension test are...

  • 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...

  • Collaborative Strategic Reading as a Means to Enhance Peer-Mediated Instruction for Reading Comprehension and Content-Area Learning. Vaughn, Sharon // Remedial & Special Education;Mar/Apr2001, Vol. 22 Issue 2, p66 

    ABSTRACT This article reports on a series of studies designed to enhance reading comprehension and content-area reading for students with diverse learning needs in general education classrooms. Strategies were implemented through a peer-mediated instructional format (either small groups or...

  • Presentation Modality and Taxonomic Category as Encoding Dimensions for Good and Poor Readers. Lehman, Elyse B.; Brady, Kathleen McC. // Journal of Learning Disabilities;Feb1982, Vol. 15 Issue 2 

    Replicates the work of S. Farnham-Diggory and L. Gregg on a well-defined population of reading disabled children when the critical no-shift control group was included. Differences between good and poor readers according to Farnham-Diggory and Gregg; Absence of assymetrical release from...

  • Empirically Derived Subgroups of Learning Disabled Readers: Diagnostic Characteristics. Lyon, Reid; Watson, Bill // Journal of Learning Disabilities;Jun/Jul1981, Vol. 14 Issue 6 

    Reports on the use of a cluster analysis to identify subgroups of children who manifested specific learning disabilities in reading (SLD/R) in terms of performance on a battery of eight language and perceptual tests. Differences among subgroups on measures of oral reading and reading...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

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

Try another library?
Sign out of this library

Other Topics