Predictors of Reading Comprehension Among Struggling Readers Who Exhibit Differing Levels of Inattention and Hyperactivity. Issue 2 (4th March 2018)

• Record Type: Journal Article
• Authors: Swanson, Elizabeth; Barnes, Marcia; Fall, Anna-Mari; Roberts, Greg
• Is Part Of: Reading and writing quarterly. Volume 34:Issue 2(2018)
• Page Start: 132
• Page End: 146
• Publication Date: 2018-03-04
• Subjects: Reading disability -- Periodicals; Language arts -- Remedial teaching -- Periodicals; Learning disabilities -- Periodicals; 371.91405
• DOI: 10.1080/10573569.2017.1359712
• Languages: English
• ISSNs: 1057-3569

Abstract

ABSTRACT: The purpose of this study was to investigate the impact of inference making, decoding, memory, and vocabulary on reading comprehension among 7th- through 12th-grade struggling readers with varying levels of inattention and hyperactivity. We categorized a group of 414 struggling readers into 3 groups based on results from factor mixture modeling: (a) low inattention + low hyperactivity, (b) high inattention + high hyperactivity, and (c) high inattention + low hyperactivity. Results indicated that vocabulary and inference making, but not decoding, predicted reading comprehension outcomes among all 3 groups of struggling readers. Working memory predicted reading comprehension among struggling readers in the low inattention + low hyperactivity and high inattention + high hyperactivity groups.