Abstract
Sentence comprehension was studied in children with different types of reading disability in relation to their other reading skills. For the types of reading problems assessed, sentence comprehension was at the same level of proficiency, relative to normal readers, as was oral word reading. Significantly higher correlations were observed between sentence comprehension and four tests involving oral word reading than between sentence comprehension and almost all of the remaining 27 tests. Results are discussed with regard to mechanisms underlying sentence comprehension in normal readers and children with reading disability.
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The writer wishes to thank Frank Greene, Director of the McGill University Reading Center, M. Sam Rabinovitch, Director of the McGill-Montreal Children’s Hospital Learning Center, the Protestant School Board of Greater Montreal, and the staffs of Herbert Symonds and Willingdon Schools for their cooperation. Thanks are also extended to Irene M. Hoshko for assistance in testing and statistical analysis, and to Bonnie Bryans for comments on the manuscript. This research was supported by Grants 604-7-858 from the Canadian Department of National Welfare and MA-1652 from the Medical Research Council of Canada.
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Doehring, D.G. Comprehension of printed sentences by children with reading disability. Bull. Psychon. Soc. 10, 350–352 (1977). https://doi.org/10.3758/BF03329357
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DOI: https://doi.org/10.3758/BF03329357