有无阅读障碍青少年的阅读理解弹性与词汇、听力理解和社会经济地位有关

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

{"title":"有无阅读障碍青少年的阅读理解弹性与词汇、听力理解和社会经济地位有关","authors":"Elise Lefèvre , Jeremy M. Law , Jérôme Prado , Royce Anders , Eddy Cavalli","doi":"10.1016/j.learninstruc.2025.102081","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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).</div></div><div><h3>Sample</h3><div>Adolescents with dyslexia (<em>n</em> = 56) and without dyslexia (<em>n</em> = 39) averaging 16 years old were recruited.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102081"},"PeriodicalIF":4.7000,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reading comprehension resiliency in adolescents with and without dyslexia relates to vocabulary, listening comprehension and socioeconomic status\",\"authors\":\"Elise Lefèvre , Jeremy M. Law , Jérôme Prado , Royce Anders , Eddy Cavalli\",\"doi\":\"10.1016/j.learninstruc.2025.102081\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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).</div></div><div><h3>Sample</h3><div>Adolescents with dyslexia (<em>n</em> = 56) and without dyslexia (<em>n</em> = 39) averaging 16 years old were recruited.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"96 \",\"pages\":\"Article 102081\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2025-01-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475225000040\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475225000040","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

由于阅读流畅性受损，患有阅读障碍的个体存在阅读理解水平较差的风险。然而，其中一些人表现出弹性，尽管他们有缺陷，但仍能达到适当的阅读理解水平。目的本研究旨在探讨关键的认知技能，特别是词汇和听力理解，如何影响阅读障碍青少年的阅读理解弹性（RCR），特别是面对不利的社会经济地位（SES）。样本：平均年龄16岁的青少年有阅读障碍（n = 56）和无阅读障碍（n = 39）。方法对被试的语音技能、口语阅读流畅性、阅读和听力理解能力、词汇技能和SES进行评估。使用双重中介模型对这些变量进行分析。结果阅读障碍个体的阅读理解弹性指数得分较高，表明阅读理解弹性与阅读流畅性相关。RCR与语义能力有关，包括词汇技能和听力理解。双中介模型与词汇技能影响听力理解能力，听力理解能力进而影响RCR的观点一致。SES与词汇听力理解能力也有间接关系。结论首先，在阅读流畅性障碍中，语义能力可能有助于提高学生的阅读理解水平。这是理解阅读障碍中RCR的一个有希望的假设。其次，低社会地位应该被认为是RCR的一个可能的间接风险因素，因为它与较弱的词汇量有关。第三，考虑到社会经济地位对RCR的全部间接影响，以及它对阅读障碍个体的特别突出，社会经济地位可能是管理和理解阅读障碍的一个更关键的因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

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

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.