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Explaining reading comprehension in children with developmental language disorder : the importance of elaborative inferencing
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Gough Kenyon, Sheila M., Palikara, Olympia and Lucas, Rebecca M. (2018) Explaining reading comprehension in children with developmental language disorder : the importance of elaborative inferencing. Journal of Speech, Language, and Hearing Research, 61 (10). pp. 2517-2531. doi:10.1044/2018_JSLHR-L-17-0416 ISSN 1092-4388.
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Official URL: http://dx.doi.org/10.1044/2018_JSLHR-L-17-0416
Abstract
Purpose: Reading comprehension is a key indicator of academic and psychosocial outcomes. Children with Developmental Language Disorder (DLD) tend to find reading comprehension challenging. This study aimed to explore the literal and inferential (cohesive, elaborative and lexical) comprehension of children with DLD, their typically developing (TD) peers and, uniquely, a group of Low-Language (LL) children. Method: Children aged 10-11 with either typical development (n = 16), LL (n = 14) or DLD (n = 14) were recruited from eight primary schools. They completed a battery of standardized language and literacy assessments. Responses to literal and inferential questions on the Wechsler Individual Achievement Test-UK (WIAT-UK; Wechsler, 2005) were analyzed. Results: A disproportionate difficulty in answering inferential relative to literal questions was found for the DLD group compared to LL and TD peers. Children with DLD were significantly poorer at elaborative inferencing than both their LL and TD peers, but there were no group differences in cohesive or lexical inferencing. There was a significant positive association between inferencing ability and vocabulary knowledge, single word reading accuracy, grammatical skill and verbal working memory. The importance of single word reading accuracy was especially evident as a partial mediator of the relationship between vocabulary knowledge and inferencing ability. Conclusions: These results indicate that interventions targeting the reading comprehension of children with DLD should focus on elaborative inferencing skill. There are also clinical implications as the development of new standardized assessments differentiating between inference types is called for.
| Item Type: | Journal Article | ||||||
|---|---|---|---|---|---|---|---|
| Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||
| Journal or Publication Title: | Journal of Speech, Language, and Hearing Research | ||||||
| Publisher: | ASHA | ||||||
| ISSN: | 1092-4388 | ||||||
| Official Date: | 26 October 2018 | ||||||
| Dates: |
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| Volume: | 61 | ||||||
| Number: | 10 | ||||||
| Page Range: | pp. 2517-2531 | ||||||
| DOI: | 10.1044/2018_JSLHR-L-17-0416 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | Published | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
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