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Direct linkvan Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo – Scientific Studies of Reading, 2018
The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children…
Descriptors: Children, Mild Intellectual Disability, Reading Comprehension, Longitudinal Studies
Palladino, Paola; Bellagamba, Isabella; Ferrari, Marcella; Cornoldi, Cesare – Dyslexia, 2013
It has been argued that children with dyslexia (DC) are poor at learning a foreign language (L2) and, in particular, reading foreign words. This assumption is so general that an Italian law (law 170, October, 2010) has established that DC may be completely exempted from foreign language learning and, in any case, should not be engaged in tuition…
Descriptors: Foreign Countries, Dyslexia, Second Language Learning, Second Language Instruction
Geva, Esther; Massey-Garrison, Angela – Journal of Learning Disabilities, 2013
The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The…
Descriptors: Comparative Analysis, Language Skills, English Language Learners, Decoding (Reading)
