Universität zu Köln

Bar-Kochva, Irit, Vagvolgyi, Reka ORCID: 0000-0003-4464-7343, Dresler, Thomas, Nagengast, Benjamin ORCID: 0000-0001-9868-8322, Schroter, Hannes, Schrader, Josef and Nuerk, Hans-Christoph (2021). Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography. Read. Writ., 34 (9). S. 2357 - 2380. DORDRECHT: SPRINGER. ISSN 1573-0905

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Abstract

This study set out to examine the basic reading skills (accuracy and fluency in decoding, word and text reading) and some of the reading-related language skills (phonological awareness and rapid-naming) of 54 adults with low reading comprehension, who read the transparent German orthography. Participants were born in Germany and showed a typical non-verbal processing speed. With the exception of reading accuracy, participants were expected to present deficits in all basic reading and reading-related skills. The average performance in measures of decoding and word reading fluency was extremely low. A notable proportion of the sample, however, did not present a deficit in these measures. As expected, the average rate of reading errors was generally low. Nevertheless, text reading accuracy was deficient for one quarter of the sample. Tests addressing the reading-related language skills also indicated an average low performance in phonological awareness, but not in rapid-naming. Here too, a notable variance was observed. These results suggest that deficits in the basic reading skills and in phonological awareness characterise, on average, adults with low reading comprehension. At the same time, significant deficits in reading comprehension in this population do not necessarily imply deficits in the more basic skills of reading as well. In addition, the results indicate that reading accuracy constitutes a source of difficulty for some of these adults, despite the reading of a transparent orthography. The sources for the variance in performance throughout the different reading and reading-related measures remain to be explored.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Bar-Kochva, Irit UNSPECIFIED UNSPECIFIED UNSPECIFIED Vagvolgyi, Reka UNSPECIFIED orcid.org/0000-0003-4464-7343 UNSPECIFIED Dresler, Thomas UNSPECIFIED UNSPECIFIED UNSPECIFIED Nagengast, Benjamin UNSPECIFIED orcid.org/0000-0001-9868-8322 UNSPECIFIED Schroter, Hannes UNSPECIFIED UNSPECIFIED UNSPECIFIED Schrader, Josef UNSPECIFIED UNSPECIFIED UNSPECIFIED Nuerk, Hans-Christoph UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-587611
DOI:	10.1007/s11145-021-10147-4
Journal or Publication Title:	Read. Writ.
Volume:	34
Number:	9
Page Range:	S. 2357 - 2380
Date:	2021
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-0905
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language FUNCTIONALLY ILLITERATE ADULTS; LITERACY STUDENTS; SIMPLE VIEW; DYSLEXIA; PERFORMANCE; CONSISTENCY; ENGLISH Multiple languages Education & Educational Research; Psychology, Educational Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/58761