Issues in identifying poor comprehenders (notice n° 140162)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03142cam a2200229 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112022702.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Keenan, Janice M. |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Issues in identifying poor comprehenders |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 53 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Résumé Dans la littérature, les critères de mesures et les tests adoptés pour sélectionner les faibles compreneurs sont très variables. Les différences méthodologiques entre les études peuvent-elles avoir un impact sur l’identification des faibles compreneurs et sur la caractérisation de leurs profils cognitifs ? Pour répondre à cette question, la présente étude a évalué la compréhension en lecture, la compréhension orale, l’identification de mots et de pseudo-mots chez 1 500 participants âgés de 8 à 19 ans. Un faible compreneur est défini soit parce qu’il présente un écart entre la compréhension en lecture et l’identification de mots écrits, soit entre la compréhension en lecture et l’identification de pseudo-mots. La comparaison entre les méthodes montre que la probabilité d’identifier les mêmes enfants est faible et que les profils cognitifs présentent des différences notamment sur la mémoire de travail et le QI, mais pas sur l’attention. Cette recherche souligne que les conclusions définissant les profils cognitifs des faibles compreneurs et leurs déficits associés sont dépendantes des choix méthodologiques retenus pour sélectionner et tester les participants. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Studies of poor comprehenders vary in the selection criteria and tests that they use to define poor comprehension. Could these differences play a role in determining findings about poor comprehension? This study assessed the extent to which differences in selection methods affect who gets identified as poor comprehenders, and examined how their cognitive profiles differ. Over 1,500 children, ages 8-19, took multiple tests of reading comprehension, listening comprehension, single word reading and non-word reading. Poor comprehension was defined by performing in the low-tail and by discrepancies either with word or non-word reading. Odds of any two selection methods identifying the same individuals were generally low, and depended on type of comprehension test more than modality, as well as selection criteria, and comprehender’s age. Poor comprehenders selected by the different methods were found to vary in IQ, working memory, but not attention. The findings show that differences across studies in tests and selection criteria used to define poor comprehension are not insignificant and can have substantial consequences for what is meant by poor comprehension and its associated deficits. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Hua, Anh N. |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Meenan, Chelsea E. |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Pennington, Bruce F. |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Willcutt, Erik |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Olson, Richard K. |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | L’Année psychologique | 114 | 4 | 2014-12-01 | p. 753-777 | 0003-5033 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-l-annee-psychologique1-2014-4-page-753?lang=en">https://shs.cairn.info/journal-l-annee-psychologique1-2014-4-page-753?lang=en</a> |
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