Reading Comprehension and Linguistic Abilities of Children with and without Specific Learning Difficulties: Theoretical and Educational Implications
Abstract
:1. Introduction
2. Literature Review
2.1. Theoretical Framework
2.2. Reading Comprehension and Language Skills in Children with Specific Learning Difficulties
2.3. Current Study
3. Materials and Methods
3.1. Participants
3.2. Measures
3.2.1. Reading Comprehension
3.2.2. Receptive Vocabulary
3.2.3. Morphosyntactic Ability
3.2.4. Figurative Language Comprehension
3.2.5. Non-Verbal Cognitive Ability
3.3. Data Collection and Ethics
4. Results
5. Discussion and Conclusions
6. Implications of the Current Study
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Variables | SLD Group (n = 45) | TD Group (n = 45) | t | p | ||
---|---|---|---|---|---|---|
M | SD | M | SD | |||
C. A. | 10.7 | 0.95 | 10.8 | 0.95 | −0.44 | 0.662 |
R. C. P. M. (max. = 36) | 29.02 | 3.36 | 29.80 | 2.94 | 1.15 | 0.250 |
Variables | SLD Group (n = 45) | TD Group (n = 45) | t | p | ||||
---|---|---|---|---|---|---|---|---|
M | SD | M | SD | |||||
R. C. (max. = 14) | 9.5 | 2.5 | 12.3 | 1.3 | 6.9 | 0.000 | ||
R. V. (max. = 36) | 29.2 | 3 | 33 | 2.4 | 6.7 | 0.000 | ||
M.–S. (max. = 20) | 10.1 | 2.7 | 14.3 | 2.5 | 7.7 | 0.000 | ||
F. L. (max. = 38) | 18.9 | 5 | 28.3 | 5.3 | 8.6 | 0.000 | ||
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | |
1. R. C. | - | - | ||||||
2. R. V. | 0.11 | - | 0.29 | - | ||||
3. M.–S. | 0.55 ** | 0.22 | - | 0.40 * | 0.21 | - | ||
4. F. L. | 0.27 | 0.15 | 0.54 ** | - | 0.52 ** | 0.33 * | 0.46 ** | - |
SLD Group | TD Group | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
(n = 45) | (n = 45) | ||||||||||
Independent Variables | ΔR2 | Β | SE B | t | β | Independent Variables | ΔR2 | Β | SE B | t | β |
Step 1 | 0.091 | Step 1 | 0.112 | ||||||||
C. A. | −0.26 | 0.40 | −0.64 | −0.10 | C. A. | −1.3 | 0.21 | −0.61 | −0.09 | ||
R. C. P. M. | 0.23 | 0.11 | 2.1 | 0.32 * | R. C. P. M. | 1.6 | 0.07 | 2.3 | 0.36 * | ||
Step 2 | 0.227 * | Step 2 | 0.261 ** | ||||||||
C. A. | −0.23 | 0.36 | −0.66 | −0.09 | C. A. | −0.38 | 0.19 | −1.9 | −0.28 | ||
R. C. P. M. | 0.08 | 0.11 | 0.76 | 0.11 | R.C.P.M. | 0.01 | 0.71 | 1.6 | 0.03 | ||
R. V. | −0.01 | 0.11 | −0.06 | −0.01 | R. V. | 0.08 | 0.07 | 1.1 | 0.15 | ||
M.–S. | 0.49 | 0.15 | 3.2 | 0.54 ** | M.–S. | 0.10 | 0.07 | 1.3 | 0.20 | ||
F. L. | −0.02 | 0.08 | −0.23 | −0.04 | F. L. | 0.12 | 0.04 | 2.7 | 0.48 ** | ||
Total R2 | 0.318 * | Total R2 | 0.373 ** |
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Kritsotakis, G.; Morfidi, E. Reading Comprehension and Linguistic Abilities of Children with and without Specific Learning Difficulties: Theoretical and Educational Implications. Educ. Sci. 2024, 14, 884. https://doi.org/10.3390/educsci14080884
Kritsotakis G, Morfidi E. Reading Comprehension and Linguistic Abilities of Children with and without Specific Learning Difficulties: Theoretical and Educational Implications. Education Sciences. 2024; 14(8):884. https://doi.org/10.3390/educsci14080884
Chicago/Turabian StyleKritsotakis, George, and Eleni Morfidi. 2024. "Reading Comprehension and Linguistic Abilities of Children with and without Specific Learning Difficulties: Theoretical and Educational Implications" Education Sciences 14, no. 8: 884. https://doi.org/10.3390/educsci14080884