Text comprehension in Czech fourth-grade children with dyslexia

Open access

Abstract

In the Czech Republic, the concept of dyslexia is used as a global term for various developmental deficiencies relating to reading skills. The criteria used for dyslexia are not clear and intervention is solely focused on word reading training. Not much is known about the pattern and level of reading comprehension abilities among Czech readers. The study examines reading comprehension and its component skills (decoding and listening comprehension abilities) in 32 Czech fourth-grade children with a formal diagnosis of dyslexia and their classmates (N=126). In decoding tests, the children with dyslexia surprisingly lagged behind most significantly in a task concerning speed and accuracy in context reading. Contrary to expectations, the children with dyslexia also showed inferiority in a listening comprehension task. In reading comprehension measures, in comparison to the typically developing readers, the children with dyslexia achieved the best results in a oral reading comprehension task. The results are discussed with respect to Czech counselling and educational practice and the need for changes in the current support system and terminology is stressed.

Ardoin, S. P., Eckert, T. L., Christ, T. J., White, M. J., Morena, L. S., January, S. A., & Hine, J. F. (2013). Examining variance in reading comprehension among developing readers: Words in context (curriculum-based measurement in reading) versus words out of context (word lists). School Psychology Review, 42(3), 243-261.

Bishop, D. M., McDonald, D., Bird, S., & Hayiou-Thomas, M. E. (2009). Children who read words accurately despite language impairment: Who are they and how do they do it? Child Development, 80(2), 593-605. doi:

Bishop D, Snowling M.J. (2004). "Developmental dyslexia and specific language impairment: same or different?". Psychol Bull. 130 (6): 858-86.doi:

Catts, H., Adlof, S., & Ellis Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.

Catts, H. W., Hogan, T. P., & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal Of Learning Disabilities, 36(2), 151-164. doi:

Cutting, L. E., & Scarborough, H. S. (2006). Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured. Scientific Studies Of Reading, 10(3), 277-299. DOI:10.1207/s1532799xssr1003_5

Fletcher, J., & Pumfrey, P. D. (1988). Differences in text comprehension amongst 7- 8-year-old children. School Psychology International, 9(2), 133-145. doi:

Frith, U., Snowling, M.(1983) Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, (1), s. 329- 342.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.

Heveroch, A. (1904) O jednostranné neschopnosti naučiti se čisti při znamenité paměti. Česká škola, 1904/1905.

Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary Journal, (2), 127-160.

Huemer, S. V., & Mann, V. (2010). A comprehensive profile of decoding and comprehension in autism spectrum disorders.Journal Of Autism And Developmental Disorders, 40(4), 485-493. doi:

Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Děno, S. L. (2003). Sources of Individual Differences in Reading Comprehension and Reading Fluency. Journal Of Educational Psychology, 95(4), 719-729. doi:

Krejčířová,D., Boschek,P., & Dan,J. (2002) WISC-Ill/Wechslerova inteligenční škála pro děti. Praha: Testcentrum. ISBN 80-86471-19-5

Kuchařská, A. (2004) Prevence, intervence a terapie specifických poruch učení. In Hadj Moussová, Z. et al. Pedagogick- psychologické poradenství lil Praha: Univerzita Karlova v Praze - Pedagogická fakulta. ISBN 80-7290-146-X.

Kuchařská, A., Seidlová Málková, G., & Špačková, K. Porozumění čtenému - vývojová dynamika a jeho předpoklady In Kuchařská et al. Porozumění čtenému III. Typický vývoj porozumění čtenému - metodologie, výsledky a interpretace výzkumu. Praha: Univerzita Karlova v Praze - Pedagogická fakult. ISBN 978-80- 7290-862-2.

Kuchařská, A. & Špačková, K. (2016/ Measures of comprehension for Czech first- to fourth-grade pupils. Manuscript under review process.

Jucovičková, D., Žáčková, H., & Sovová, H. (2007). Specifické poruchy učení na 2. stupni základních škol (použitelné i pro střední školství). Praha: D+H.

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals Of Dyslexia, 531-14. doi:

Matějček, Z. (1995). Dyslexie Specifické poruchy učení. 2nd edition. Praha: H&H.

Mertin, V., Kuchařská, A., et al. (2007). Integrace žáků se specifickými poruchami učení - od stanovení diagnostických kritérií k poskytování péče všem potřebným žákům. Praha: IPPP ČR.

Nation, K., & Snowling, M. J. (1998). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69(4), 996-1011. doi:

Nation, K. (2005). Connections between Language and Reading in Children With Poor Reading Comprehension. In H. G. Catts & A. K. Kamhi (Eds.) The Connections Between Language and Reading Disabilities (41-53). New York: Lawrence Erlbaum Associates. ISBN 0-8058-5002-3.

Nicholson, T. (1991). Do children read words better in context or in lists? A classic study revisited. Journal Of Educational Psychology, 83(4), 444-450. doi:

Palečková, J., Tomášek, V., & Basi, J. (2010). Umíme ještě číst? Hlavní zjištění výzkumu PISA. Praha: ÚIV.

Prior, S. M., Fenwick, K. D., Saunders, K. S., Ouellette, R., O’Quinn, C., & Harvey, S. (2011). Comprehension after oral and silent reading: Does grade level matter? Literacy Research And Instruction, 50(3), 183-194. DOI: 10.1080/19388071.2010.497202

Scarborough, H. S. (2005). Developmental Relationship Between Language and Reading: Reconciling a Beautiful Hypothesis With Some Ugly Facts. In H. G. Catts & A. K. Kamhi (Eds.) The Connections Between Language and Reading Disabilities (3-24). New York: Lawrence Erlbaum Associates. ISBN 0-8058-5002-3

Snowling, M. J., & Hulme, C. (2012). Interventions for children's language and literacy difficulties. International journal Of Language & Communication Disorders, 47(1), 27-34. doi:

Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model, journal Of Learning Disabilities, 21(10), 590-604. doi:

Stanovich, K. E. (2005). The Future of a Mistake: Will Discrepancy Measurement Continue to Make the Learning Disabilities Field a Pseudoscience? Learning Disability Quarterly, May 2005, 28:103-106, doi:

Starý, K. et al. (2013). Úlohy pro rozvoj čtenářské gramotnosti. Utváření kompetencí žáků na základě zjištění PISA 2009. Praha: Česká školní inspekce. ISBN 978-80-905370-2-6.

Torppa, M., Tolvanen, A., Poikkeus, A., Eklund, K., Lerkkanen, M., Leskinen, E., & Lyytinen, H. (2007). Reading development subtypes and their early characteristics. Annals Of Dyslexia, 57(1), 3-52. D01:10.1007/sll881-007-0003-0

Vágnerová, M. (2005] Školní poradenská psychologie pro pedagogy. 1. vyd. Praha : Karolinum. ISBN 80-246-1074-4

Zelinková, O. (2009). Poruchy učení. 11. vyd. Praha: Portál.

Journal Information

Metrics

All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 202 200 17
PDF Downloads 89 88 7