Reading comprehension in French 1st and 2nd grade children: Contribution of decoding and language comprehension

被引：0

作者：

Hakima Megherbi

Alix Seigneuric

Marie-France Ehrlich

机构：

[1] Université Paris 13,Unité Transversale de Recherche Psychogenèse et Psychopathologie EA 3413 (UTRPP)

[2] UFR des Lettres et des Sciences de l’Homme et de la Société (LSHS),UFR Sciences Humaines, Pôle AAFE, Esplanade Erasme

[3] Département de Psychologie,Laboratoire de psychologie expérimentale, Ecole Pratique des Hautes Etudes, CNRS

[4] Université de Bourgogne,undefined

[5] Université Paris 5,undefined

来源：

European Journal of Psychology of Education | 2006年 / 21卷

关键词：

Decoding ability; Language comprehension; Reading acquisition;

D O I：

暂无

中图分类号：

学科分类号：

摘要：

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.

引用

页码：135 / 147

页数：12

共 73 条

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