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Question: I am interested in the factors which affect the development of comprehension skills. Do you think poor comprehension skills are mainly due to environmental factors (home environment, being read to etc) or can children grow up in a literacy-rich environment and still be a 'poor comprehender'?
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aglover commented on :
Thank-you so much Jo and Courtenay – these are really helpful answers. I think for researchers it must be difficult to ascertain the role of the home environment for oral language development. I am also confused by the different statistics which I find quoted stating the percentage of children who are ‘poor comprehenders’ – ranging from 3% to 10%. Who determines the cut-off point – is it the researcher themselves?
Jo commented on :
Hi again,
Yes poor comprehenders have been defined in different ways, often depending on the research question. For example, sometimes the goal is to look at factors that affect comprehension that aren’t related to word reading (i.e. decoding) skill. In which case, researchers would tend to select children with average (or above) decoding skills, but poor reading comprehension. However, other research might be interested in comprehension skill more broadly, in which case they would look at any child with poor reading comprehension, irrespective of their decoding skill. This can lead to quite different numbers of children being classes as “poor comprehenders” – many fewer in the case of requiring adequate decoding skill.
In addition, researchers have to decide on a cut-off, for example children who perform more than 1 (or perhaps 1.5) standard deviations below the mean. And this could be defined relative to that sample of children, or relative to some broader published norms (e.g. those that accompany a reading comprehension assessment like the York Assessment of Reading Comprehension). One reason for defining relative to the sample of children in that study is that presumably they have had similar educational experiences, and so those at the bottom end of the distribution are struggling given these experiences. However, sometimes this could mean that their reading comprehension isn’t actually that bad, relative to the whole population (or the published norms).
I hope that makes sense! Complicated issues!
Jo
aglover commented on :
Thank-you Jo for your reply – such an interesting topic!
Paula commented on :
There is a useful article about this issue by Keenan et al. (2014) – which I believe is open access via google scholar
Keenan, J. M., Hua, A. N., Meenan, C. E., Pennington, B. F., Willcutt, E., & Olson, R. K. (2014). Issues in Identifying Poor Comprehenders. L’annee Psychologique, 114(4), 753–777. http://doi.org/10.4074/S0003503314004072
aglover commented on :
Thank-you Paula, this article is really interesting!