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Article de revue:
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ID no. (ISBN etc.): 02562928
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Clé de citation BibTeX: Megherbi2006
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Megherbi, H., Seigneuric, A., & Ehrlich, M.-F. (2006). Reading comprehension in french 1st and 2nd grade children: Contribution of decoding and language comprehension. European Journal of Psychology of Education - EJPE, 21(2), p. p135–147.
Ajoutée par: Lynda Taabane 2008-01-18 15:07:33 Dernièrement modifiée par: Lynda Taabane 2008-01-18 16:11:43
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Catégories: Anaphore, Full text
Descripteurs: ANALYSIS of variance, CORRELATION (Statistics), LANGUAGE & languages, LISTENING, MATHEMATICAL statistics, PATH analysis (Statistics), READING comprehension, REGRESSION analysis
Auteurs: Ehrlich, Megherbi, Seigneuric
Collection: European Journal of Psychology of Education - EJPE
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Nombre de vues: 358
Popularité: 32.52%
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Résumé
This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively). The first aim was to re-examine the Gough and Tunmer's (1986) Simple View in assessing the specific contribution of decoding ability and language comprehension to reading comprehension. The second one was to analyse the difficulties of children in reading comprehension. Reading and listening comprehension were assessed using both visual and auditory version of the same test. Decoding ability was assessed by means of a nonword reading test. On the basis of reading comprehension scores, skilled and less skilled comprehenders were contrasted, and then two groups of less skilled comprehenders were differentiated on the basis of the decoding scores. Hierarchical regression analyses computed on the whole sample showed that listening comprehension was a more powerful predictor than decoding ability in first- and second-grade children. In both grades, the pattern of per
Ajoutée par: Lynda Taabane Dernièrement modifiée par: Lynda Taabane
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Idées
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Ajoutée par: Lynda Taabane
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