A longitudinal investigation of early reading and language skills in children with poor reading comprehension.
BACKGROUND
Poor comprehenders have difficulty comprehending connected text, despite having age-appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid-childhood.


METHODS
Two hundred and forty-two children began the study at age 5. Further assessments of language and reading skill were made at 5.5, 6, 7 and 8 years. At age 8, fifteen children met criteria for being a poor comprehender and were compared to 15 control children both concurrently and prospectively.


RESULTS
Poor comprehenders showed normal reading accuracy and fluency at all ages. Reading comprehension was poor at each time point and, notably, showed minimal increases in raw score between 6 and 8 years. Phonological skills were generally normal throughout, but mild impairments in expressive and receptive language, listening comprehension and grammatical understanding were seen at all ages.


CONCLUSIONS
Children identified as poor comprehenders at 8 years showed the same reading profile throughout earlier development. Their difficulties with the non-phonological aspects of oral language were present at school entry and persisted through childhood, showing that the oral language weaknesses seen in poor comprehenders in mid-childhood are not a simple consequence of their reading comprehension impairment.
Nation
Kate
K
Department of Experimental Psychology, University of Oxford, UK. kate.nation@psy.ox.ac.uk
Cocksey
Joanne
J
Taylor
Jo S H
JS
Bishop
Dorothy V M
DV
D000367:Age Factors; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D032882:Comprehension; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007802:Language; D007806:Language Disorders / Q000175:diagnosis* / Q000523:psychology*; D007807:Language Tests / Q000706:statistics & numerical data; D008137:Longitudinal Studies; D008297:Male; D010700:Phonetics; D011932:Reading