Reading comprehension resiliency in adolescents with and without dyslexia relates to vocabulary, listening comprehension and socioeconomic status

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-01-21 DOI:10.1016/j.learninstruc.2025.102081

Elise Lefèvre , Jeremy M. Law , Jérôme Prado , Royce Anders , Eddy Cavalli

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引用次数: 0

Abstract

Background

Individuals with dyslexia are at risk of poorer reading comprehension levels due to their reading fluency impairment. However, some of such individuals exhibit a resilient profile, achieving appropriate reading comprehension levels despite their impairment.

Aims

This study aimed to investigate how key cognitive skills, specifically vocabulary and listening comprehension, may contribute to reading comprehension resiliency (RCR) in adolescents with dyslexia, especially in the face of disadvantaged socioeconomic status (SES).

Sample

Adolescents with dyslexia (n = 56) and without dyslexia (n = 39) averaging 16 years old were recruited.

Methods

Participants were assessed on their phonological skills, oral reading fluency, reading and listening comprehension, vocabulary skills, and SES. These variables were analysed using double mediation modelling.

Results

Individuals with dyslexia exhibited higher reading comprehension resiliency (RCR) index scores, indicating stronger resilience in reading comprehension development in relation to their poor reading fluency. RCR was associated with semantic abilities, including vocabulary skills and listening comprehension. A double mediation model was consistent with the idea that vocabulary skills might influence listening comprehension ability, which in turn may influence RCR. SES was also indirectly associated with listening comprehension ability through vocabulary.

Conclusions

Firstly, the results suggest that in the face of reading fluency impairments, semantic abilities might contribute to appropriate reading comprehension levels. This is a promising hypothesis for understanding RCR in dyslexia. Second, low SES should be considered as a possible indirect risk factor for RCR due to an association found with weaker vocabulary. Third, considering the total indirect influence of SES on RCR and its particular prominence for individuals with dyslexia, SES may be a more critical factor in managing and understanding dyslexia.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.