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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach Spencer, Mercedes; Wagner, Richard K.; Petscher, Yaacov. - 2018 Abstract: The present study examined the reading comprehension and receptive vocabulary skills of children with poor reading comprehension despite adequate decoding using a regression-based matching technique. Participants included five cohorts of children who were identified as typical readers (N = 70,493 – 75,553) or as children with specific reading comprehension difficulties (N = 480 – 8,717). Across cohorts, children with specific reading comprehension difficulties exhibited oral language difficulties based on a measure of vocabulary; however, the observed weakness in vocabulary was not as severe as their reading comprehension difficulties. Results from the regression-based matching technique suggested that the vocabulary weakness for these children is better characterized as a developmental delay rather than a developmental deficit. This outcome also emerged when more stringent criteria were used to identify subgroups of readers. Although children with poor reading comprehension despite adequate decoding have a weakness in at least one aspect of oral language, their oral language weakness does not account for the severity of their reading comprehension difficulties. Theoretical and practical implications are discussed. Keyword: Article URL: https://doi.org/10.1037/edu0000274 http://www.ncbi.nlm.nih.gov/pubmed/30739953 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6364747/ BASE Hide details 2 Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge Spencer, Mercedes; Muse, Andrea; Wagner, Richard K.. - 2015 BASE Show details 3 Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer? Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K.. - 2014 BASE Show details 4 Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012) Wagner, Richard K.; Herrera, Sarah K.; Spencer, Mercedes. - 2014 BASE Show details

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