Effects of fluency, oral language, and executive function on reading comprehension performance.

TitleEffects of fluency, oral language, and executive function on reading comprehension performance.
Publication TypeJournal Article
Year of Publication2009
AuthorsCutting LE, Materek A, Cole CAS, Levine TM, Mahone ME
JournalAnnals of dyslexia
Volume59
Issue1
Pagination34-54
Date Published2009 Jun
Abstract

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed.

DOI10.1002/ddrr.64
Alternate JournalAnn Dyslexia