Reading Comprehension In Adolescents Research Articles

Reading Speed and Reading Comprehension in Adolescents

Reading is a complex skill that is acquired through learning. Although most children with typical development master the skill of reading in due time, it is known that a smaller number of children show difficulties in reading. The aim of this thesis is to examine the reading speed and reading comprehension of primary school-aged adolescents. We also tried to determine the number of adolescents with reading difficulties, through analysis of reading speed and accuracy of comprehension of the read text. The research sample consisted of 200 pupils of sixth, seventh, eighth and ninth grade of the "Milorad Musa Burzan" elementary school in Podgorica. Assessment of reading speed and reading comprehension was performed using the Three-Dimensional Reading Test. The results showed that reading speed increases with age, so ninth grade pupils read the fastest, whereas seventh grade pupils read the slowest. In terms of comprehending what was read, the pupils of the eighth grade were the most successful, and the pupils of the seventh grade were the worst. Moreover, the results showed that there are no differences in reading speed and reading comprehension between boys and girls. It was concluded that in this sample there were a total of nine (4.5%) pupils with reading difficulties.

The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD: The Case of Domain-General Versus Domain-Specific Functions

The present study explored whether poor executive functions (EF) underlying the difficulties of individuals with ADHD in reading comprehension (RC) are general or specific to the textual content they regulate. To address this question, adolescents with and without ADHD answered questions following the reading of texts and completed a series of tasks that assessed cognitive flexibility, updating and inhibition skills, using (a) non-verbal items, to assess a domain-general EF, (b) single written words, to assess verbal-specific EF, and (c) illustrated scenarios, to assess discourse-specific EF. Findings demonstrated that verbal and/or discourse measurements exhibited significant mediating effects beyond the contribution made by non-verbal measurements. When EF measurements of the same modality were computed as a single composite score, only the discourse measurement accounted for a significant mediating contribution. These findings suggest a domain-specific, or even a discourse-specific role of EF in RC of adolescents with ADHD, and bear implications for educational practice.

Does vocabulary knowledge matter in the effectiveness of instructing reading strategies? Differential responses from adolescents with low academic achievement on growth in reading comprehension

Prior studies suggest that teaching reading strategies promotes reading comprehension in adolescents who have difficulties with reading comprehension, yet the results of those studies are mixed. Individual differences in students’ vocabulary knowledge may explain these mixed results. This article examines to what extent vocabulary knowledge influences the effect of a two-year intervention program focused on teaching reading strategies to adolescents with low academic achievement in the Netherlands. We hypothesized that students (N = 310) with different levels of vocabulary knowledge would respond differently to the treatment, given that vocabulary knowledge is an important factor in reading comprehension. Results showed that vocabulary knowledge moderated the effect of the treatment, suggesting that low vocabulary knowledge negatively affected the impact of an intervention focused on reading strategies. Vocabulary knowledge, thus, emerges as a prerequisite for the successful leveraging of a reading strategy intervention. Students with low vocabulary knowledge may experience cognitive overload when attempting to apply newly learned reading strategies while simultaneously trying to find out the meaning of multiple unfamiliar words needed for successful application of reading strategies.

Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading.

Reading comprehension difficulties are common in individuals with intellectual disabilities (ID), but the influences of underlying abilities related to reading comprehension in this group have rarely been investigated. One aim of this study was to investigate the Simple View of Reading as a theoretical framework to describe cognitive and linguistic abilities predicting individual differences in reading comprehension in adolescents with non-specific ID. A second aim was to investigate whether predictors of listening comprehension and reading comprehension suggest that individuals with ID have a delayed pattern of development (copying early grade variance in reading comprehension) or a different pattern of development involving a new or an unusual pattern of cognitive and linguistic predictors. A sample of 136 adolescents with non-specific ID was assessed on reading comprehension, decoding, linguistic, and cognitive measures. The hypotheses were evaluated using structural equation models. The results showed that the Simple View of Reading was not applicable in explaining reading comprehension in this group, however, the concurrent predictors of comprehension (vocabulary and phonological executive-loaded working memory) followed a delayed profile.

Corrigendum to The Interaction of Cognitive Profiles and Text-to-Speech Software on Reading Comprehension of Adolescents With Reading Challenges

Corrigendum to The Interaction of Cognitive Profiles and Text-to-Speech Software on Reading Comprehension of Adolescents With Reading Challenges

Inhibition and Reading Comprehension in Adolescents with and without Histories of Language Difficulties.

This study sought to determine if the inhibitory construct of executive function (EF) and self-regulation (SR) contributes unique variance to reading comprehension (RC) beyond word recognition/decoding (WR/D) and language comprehension (LC), and if the contribution differs according to language history. Thirty-two sixth, seventh, and eighth grade students participated in this study. Seventeen students had language difficulties (LD) and fifteen students had typical language histories (LH). Participants were given a battery of RC, LC, WR/D, and inhibition (attentional control and interference) measures. Hierarchical multiple regression analyses and tests for moderation effects were used to explore the contribution of each variable to RC. Inhibition contributed significant variance to RC in addition to the variance accounted for by LC and WR/D in adolescent learners. Inhibition contributed a greater proportion of variance to RC for students with typical LH than for students with LD. Advancing the understanding of the role of inhibition in EF, SR, and RC may support early identification efforts and drive the development of interventions that effectively target RC deficits.

The Interaction of Cognitive Profiles and Text-to-Speech Software on Reading Comprehension of Adolescents With Reading Challenges

This study utilized the Simple View of Reading (SVR) model cognitive subtypes to determine the impact of text-to-speech (TTS) software on the reading comprehension of 94 grade 8 students with reading difficulties. Method: paired samples t tests for all four SVR groups were conducted to examine reading comprehension scores under TTS and no-TTS conditions. Results: only those participants with a dyslexic profile (listening comprehension greater than decoding skills), demonstrated significant gains in reading comprehension in the TTS compared to the no-TTS condition; a large effect size (1.58 grade level increase) was found. Furthermore, this group’s literal comprehension improved much more than their inferential comprehension when utilizing TTS. Implications: a one-size fits all approach for the selection of TTS for struggling readers is not recommended. SVR subtyping incorporated into psychoeducational assessments can inform appropriate assignment of TTS to struggling readers.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

The acquisition of effective reading comprehension for adolescents with a cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and a CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.

Cognitive Skills Involved in Reading Comprehension of Adolescents with Low Educational Opportunities

Reading comprehension is a fundamental resource for educational and social development. It is a skill that brings into play a diverse and complex set of processes and cognitive functions based on building a mental representation of a given text. We set out to study how different domain-general and linguistic abilities explain text comprehension in a population of secondary school students with low educational opportunities. The sample consisted of 45 adolescents between the ages of 13 and 15 from two secondary schools in the Province of Buenos Aires, Argentina. Each participant was evaluated both in-group and individually for three sessions during school hours. A text comprehension screening test and a battery of tasks that measure different underlying cognitive processes were administered. Using multiple linear regression, we found that vocabulary, non-word reading, and verbal inhibition are the skills that best explain reading comprehension skills. Understanding how much different domain-general and linguistic subprocesses are associated with text comprehension is key to designing effective interventions that are also grounded in theory.

Estrategias didácticas para favorecer la comprensión lectora en los estudiantes de nivel secundaria en los grados de 2° “c” y 2° “d”, turno matutino de la escuela secundaria oficial no. 845 “Rafael Ramírez Castañeda”, Cuautitlán, Estado de México.

En el presente trabajo es importante señalar que el problema detectado es el bajo nivel de comprensión lectora en los adolescentes; por lo tanto, para que exista un mejor proceso de aprendizaje es esencial que los alumnos además de entender lo que leen; asuman el proceso de reflexión en el ámbito académico de acuerdo a lo que marca el Plan y Programa de Estudio y también lo que realice en cada contexto que se le asigne intervenir y a su técnica de estudio (Paráfrasis); sin embargo, es fundamental que el estudiante adquiera y desarrolle habilidades intelectuales como lo son: expresión oral y escrita, y la búsqueda de información para actuar con eficacia y eficiencia.

Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence.

Reading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first- and second-grade reading fluency has been observed in higher quality classroom reading environments. To what degree this early environment continues to influence genetic and other environmental influences on later reading is unknown and was tested in this study. The quality of the early classroom reading environment was approximated by gains in oral reading fluency (ORF) across the school year among first- or second-grade classmates of 546 MZ and 1,016 DZ twin children (mean age=7.13years; SD=0.45) who had reading comprehension scores from a state-wide mandatory test in school year 2013-2014 when most twin pairs were in seventh to tenth grade (mean age=14.41; SD=1.13) in a variable called Class ORF Gain. Biometrical models were fit to the data to assess whether Class ORF Gain moderated the genetic, shared environmental and/or nonshared environmental variance associated with adolescent reading comprehension. Class ORF Gain moderated shared environmental influences on reading comprehension 6-9years later. When early classroom reading gains were poor, variability in reading comprehension in adolescence was high and was associated largely with shared environmental influences. When early classroom reading gains were good, overall and shared environmentally influenced variability in adolescent reading comprehension was lower so that genetic influences were most relevant in explaining that variability. Our findings suggested that classroom reading environment experienced when children were learning to read had a lasting influence on the factors underlying variability in later reading effectiveness.

Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents

This study investigated direct and indirect effects of executive functions on reading comprehension in adolescents (N = 87, M = 14.0 years, SD = 1.5) by testing for parallel mediation of effects of working memory, task-switching, and inhibitory control via decoding and text recall/inference. Working memory showed direct and indirect effects on passage comprehension, the latter mediated by text recall/inference. Task-switching was associated with decoding but its relation to passage comprehension was not significant. Inhibitory control showed indirect effects on passage comprehension via decoding and text recall/inference. Results indicate overlapping but distinct contributions of executive functions to reading skills.

Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder.

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.

A Construct Modeling Approach to the Assessment of Reading Comprehension for Adolescent Readers

This article describes the development of an assessment system for adolescent reading comprehension. It presents a research context—a reading intervention implemented in middle and high schools in an urban district—which became the impetus for the work. The article outlines the organizational principles of construct modeling that guided the design of the measures and describes the theory and research on adolescent reading that formed the basis of the work. It outlines the technical aspects of the measurement system and the methodology used to analyze internal and external validity. The curriculum-embedded assessment profiled in this study informs teachers about student learning. It also grounds assessment in cognitive and learning theory, thereby linking the assessments to broader content standards and current research and policy. By aligning what is taught with what is assessed, the article adds to a growing body of work that calls for increased integration between reading intervention and assessment teams.

The effects of classroom noise on the reading comprehension of adolescents.

An investigation has been carried out to examine the impact of different levels of classroom noise on adolescents' performance on reading and vocabulary-learning tasks. A total of 976 English high school pupils (564 aged 11 to 13 years and 412 aged 14 to 16 years) completed reading tasks on laptop computers while exposed to different levels of classroom noise played through headphones. The tasks consisted of reading science texts, which were followed by multiple-choice questions probing comprehension and word learning. Number of questions attempted, times taken to read the texts and to answer questions were recorded, as well as correct answers to different types of question. The study consisted of two similar experiments, the first comparing performance in classroom noise at levels of 50 and 70 dB LAeq; and the second at levels of 50 and 64 dB LAeq. The results showed that the performance of all pupils was significantly negatively affected in the 70 dB LAeq condition, for the number of questions attempted and the accuracy of answers to factual and word learning questions. It was harder to discern effects at 64 dB LAeq, this level of noise having a detrimental effect upon the older pupils only.

Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility

BackgroundWe explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. MethodWe conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. ResultsWe report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. ConclusionsThis study highlights the complexities of designing treatments for students with ASD across the spectrum.Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors.

Assessing Adolescent Reading Comprehension in a French Middle School: Performance and Beliefs about Knowledge

Assessing Adolescent Reading Comprehension in a French Middle School: Performance and Beliefs about Knowledge

The direct and indirect effects of word reading and vocabulary on adolescents’ reading comprehension: Comparing struggling and adequate comprehenders

The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. Path analyses and Wald tests were used to investigate the direct and indirect relations of word identification, vocabulary, silent reading efficiency, and inference-making on reading comprehension. Comparing struggling versus adequate comprehenders revealed statistically significant differences in path coefficients. In both groups, vocabulary had the largest total effect when considering its direct and indirect effects. Word identification was the strongest direct predictor for struggling comprehenders (β = .18 for struggling vs. β = − .03 for adequate), while vocabulary was the strongest predictor for adequate comprehenders (β = .40 for adequate vs. β = .14 for struggling). Findings reinforce (a) vocabulary knowledge plays a primary role in explaining individual differences in adolescent reading comprehension, (b) the need to differentiate intervention to address underlying difficulties of struggling readers, and (c) the relations of reading component skills (e.g., word reading and silent reading efficiency) to reading comprehension may be different based on reader proficiency.

Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities.

The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., "Find the main idea") are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed. Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents. The findings indicate that poor reading comprehension in adolescents is predicted by concurrent deficits in word reading ability, lexical development, and syntactic development. When poor comprehension is accompanied by deficits in word reading ability and/or lexical and syntactic development, intervention should target the underlying areas of deficiency. Studies designed to improve reading comprehension in adolescents are needed.