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Journal articles on the topic 'Comprehension difficulties'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Hulme, Charles, and Margaret J. Snowling. "Children's Reading Comprehension Difficulties." Current Directions in Psychological Science 20, no. 3 (May 24, 2011): 139–42. http://dx.doi.org/10.1177/0963721411408673.

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2

Wahyuningsih, Destri, and Ahmad Ridho Muis. "MALE STUDENTS’ READING COMPREHENSION DIFFICULTIES." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 360–71. http://dx.doi.org/10.35445/alishlah.v12i2.265.

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The purpose of this research is to find out the factors that influence male students' reading comprehension difficulties on Procedure text at X Class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. The researcher used Descriptive Analysis Research. In this research, researcher wants to describe the factors that influence male students' reading comprehension difficulties on procedure text at X class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. This research used the formulation total percentage of the result Internal factors and External factors. Internal factors that are Intelligence got 71%, readiness got 48% and interest 75%. The most internal factor that influence male students’ reading comprehension difficulties on procedure text at the first grade is interest. The external factors that are Family got 20%, school got 26%, and society got 35%. The most eksternal factor that influence male students’ reading comprehension difficulties on procedure text is society.

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3

GÜNEY, Nail. "Comprehension Difficulties For Turkish Teachers." Journal of Turkish Studies Volume 7 Issue 4-II, no. 7 (2012): 1917–37. http://dx.doi.org/10.7827/turkishstudies.3744.

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4

Clarke, Paula J., Margaret J. Snowling, Emma Truelove, and Charles Hulme. "Ameliorating Children’s Reading-Comprehension Difficulties." Psychological Science 21, no. 8 (June 28, 2010): 1106–16. http://dx.doi.org/10.1177/0956797610375449.

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5

Oakhill, Jane. "Children's difficulties in reading comprehension." Educational Psychology Review 5, no. 3 (September 1993): 223–37. http://dx.doi.org/10.1007/bf01323045.

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6

Stothard, Susan E., and Charles Hulme. "Reading comprehension difficulties in children." Reading and Writing 4, no. 3 (September 1992): 245–56. http://dx.doi.org/10.1007/bf01027150.

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7

Woolley, Gary. "A comprehension intervention for children with reading comprehension difficulties." Australian Journal of Learning Disabilities 12, no. 1 (January 2007): 43–50. http://dx.doi.org/10.1080/19404150709546829.

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8

,, Darti, and Andi Asmawati. "ANALYZING STUDENTS’ DIFFICULTIES TOWARD LISTENING COMPREHENSION." ETERNAL (English, Teaching, Learning and Research Journal) 3, no. 2 (December 30, 2017): 206–20. http://dx.doi.org/10.24252/eternal.v32.2017.a9.

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9

Mahapatra, Dr Shamita, and Jyoti Rekha Sabat. "Comprehension Difficulties in Reading Disabled Children." IOSR Journal of Humanities and Social Science 21, no. 09 (September 2016): 16–22. http://dx.doi.org/10.9790/0837-2109011622.

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10

Catts, Hugh W., Diane Corcoran Nielsen, Mindy Sittner Bridges, and Yi-Syuan Liu. "Early Identification of Reading Comprehension Difficulties." Journal of Learning Disabilities 49, no. 5 (August 3, 2016): 451–65. http://dx.doi.org/10.1177/0022219414556121.

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11

García, Eduardo, Juan E. Jiménez, Desirée González, and Elisabeth Jiménez-Suárez. "Prevalence of Reading Comprehension Difficulties in Spanish." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (May 2, 2013): 113–23. http://dx.doi.org/10.1989/ejihpe.v3i2.28.

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The main purpose of this research was to analyze the prevalence and diversity of reading comprehension difficulties in Spanish students of primary and secondary schools. We evaluated a large sample of students from the Canary Islands region that stretched from second grade of primary until the final year of secondary education. Once the percentage of students with reading comprehension difficulties was determined, we classified them in different categories: students with low intelligence, students with specific reading comprehension (poor comprehenders), students with deficit on reading words/pseudowords, absentee students and inmigrants. The results show that 20.2% of the student population present serious problems in understanding a text and 6.7% of the total is included in the category of poor comprehenders. Also we found a group of students with difficulties in decoding skills but whose performance on comprehension tasks was normal, showing that not all learning disability students have poor comprehension.

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12

García, Eduardo, Juan E. Jiménez, Desirée González, and Elisabeth Jiménez-Suárez. "Prevalence of Reading Comprehension Difficulties in Spanish." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (May 2, 2013): 113–23. http://dx.doi.org/10.3390/ejihpe3020010.

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The main purpose of this research was to analyze the prevalence and diversity of reading comprehension difficulties in Spanish students of primary and secondary schools. We evaluated a large sample of students from the Canary Islands region that stretched from second grade of primary until the final year of secondary education. Once the percentage of students with reading comprehension difficulties was determined, we classified them in different categories: students with low intelligence, students with specific reading comprehension (poor comprehenders), students with deficit on reading words/pseudowords, absentee students and inmigrants. The results show that 20.2% of the student population present serious problems in understanding a text and 6.7% of the total is included in the category of poor comprehenders. Also we found a group of students with difficulties in decoding skills but whose performance on comprehension tasks was normal, showing that not all learning disability students have poor comprehension.

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13

Kendeou, Panayiota, Kristen L. McMaster, and Theodore J. Christ. "Reading Comprehension." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 13, 2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.

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14

Lestari, Putri Ayu, Renny Kurniasari, and Winny Agustia Riznanda. "Analysing Teacher’s Difficulties in Teaching Listening Comprehension." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 4 (May 7, 2021): 500–517. http://dx.doi.org/10.52690/jadila.v1i4.160.

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This study aimed to investigate the teacher’s difficulties in teaching listening at MAN 1 Palembang. This study used a qualitative research. One of the qualitative research designs applied in this study was case study design. The participant of this study was one of English teachers at MAN 1 Palembang. The participant of this study was taken from one of the four English teachers at MAN 1 Palembang by using criterion sampling strategy. The data were collected through interview. The data were analyzed and presented descriptively. there are six steps commonly used in analyzing qualitative data, as follows; (1) the researcher have to be familiar with entire body of data (2) generate codes, (3) search for themes (4) review themes (5) define and name themes, and (6) produce the report. The results of this study showed that the difficulties faced by the teacher’s in teaching listening at MAN 1 Palembang were related to as follows: (a) the students' psychological factor; (b) students’ background knowledge; (c) students’ attitude; (d) lack of students’ vocabulary; (e) teaching aids or media; (f) the material; and (g) method of teaching listening comprehension.

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15

Chandran, Yomana, and Parilah M. Shah. "Identifying Learners’ Difficulties in ESL Reading Comprehension." Creative Education 10, no. 13 (2019): 3372–84. http://dx.doi.org/10.4236/ce.2019.1013259.

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16

Saraswaty, Dwi Rara. "LEARNERS’ DIFFICULTIES & STRATEGIES IN LISTENING COMPREHENSION." English Community Journal 2, no. 1 (June 24, 2018): 139. http://dx.doi.org/10.32502/ecj.v2i1.1003.

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Listening plays a vital role in daily lives. Everyday people listen for different purposes such as entertainmnet, academic purposes or obtaining necessary information. It is essential for learning languages since they enable to acquire insights and information, and to achieve success in communicating with others. But many students fail to seize them because of some learning difficulties in listening class. Teachers should be aware of students’ learning difficulties. Understanding students’ learning difficulties may enable EFL teachers to help students develop effective learning strategies and ultimately improve their English listening abilities. This paper focuses on how teachers enhance their positive attitude; trainthem to be responsive by giving the suitable strategies that will enable them to develop their listening skills.

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17

Woolley, Gary. "Comprehension difficulties after year 4: Actioning appropriately." Australian Journal of Learning Disabilities 11, no. 3 (January 2006): 125–30. http://dx.doi.org/10.1080/19404150609546815.

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18

Westwood, Peter. "Reading comprehension: assisting children with learning difficulties." Australian Journal of Learning Difficulties 17, no. 1 (May 2012): 59–61. http://dx.doi.org/10.1080/19404158.2011.650650.

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19

Vaughn, Sharon, Greg Roberts, Jade Wexler, Michael G. Vaughn, Anna-Mária Fall, and Jennifer B. Schnakenberg. "High School Students With Reading Comprehension Difficulties." Journal of Learning Disabilities 48, no. 5 (January 6, 2014): 546–58. http://dx.doi.org/10.1177/0022219413515511.

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20

Chan, Lorna K. S. "Comprehension monitoring in students with reading difficulties." Australian Educational Researcher 15, no. 1 (March 1988): 19–39. http://dx.doi.org/10.1007/bf03219399.

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21

Prihatini, Sulih Okta. "AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN READING COMPREHENSION AT SMA NEGERI 1 SUKODADI LAMONGAN." E-LINK JOURNAL 7, no. 1 (June 30, 2020): 21. http://dx.doi.org/10.30736/ej.v7i1.261.

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Reading is one of the four language skills taught in the English language learning process besides listening, speaking, and writing. This research aims to know the students’ difficulties in reading comprehension at SMA Negeri 1 Sukodadi and to know the factors of students’ difficulties in reading comprehension at SMA Negeri 1 Sukodadi. This research is descriptive qualitative research. The research was conducted in march 2020. The subject of research was the tenth-grade MIPA 5 of SMA Negeri 1 Sukodadi who were detected that they had difficulties in reading comprehension. The techniques for collecting the data were interviews and documents. the researcher collected the data such as students’ worksheet. The second was data reduction. The researcher classified and reduced the data based on focus. The researcher deleted several data that did not relate to the difficulties in reading comprehension. The third was the data display, the researcher arranged the information to conclude. The researcher presented the data from the difficulties in reading comprehension, and the last is the conclusion. The result of the research showed that some students had difficulties in reading comprehension and they had difficulty in different levels, namely literal comprehension, inferential comprehension, critical comprehension, and creative comprehension. The most difficulties experienced by students were at the level of creative comprehension. The factor of the students’ difficulties in comprehension at tenth grade, there was an inadequate instruction presented by the teacher, lack of pupils’ interest, and the vocabulary difficulties. Keywords: Students’ Difficulties, Reading Comprehension

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22

Septia, Neneng Widya, Indrawati Indrawati, Juriana Juriana, and Rudini Rudini. "An Analysis of Students’ Difficulties in Reading Comprehension." EEdJ: English Education Journal 2, no. 1 (April 30, 2022): 11–22. http://dx.doi.org/10.32923/eedj.v2i1.2519.

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This study was aimed to find out the students’ difficulties in learning reading comprehension at a public high school in Bangka and the factors students have the difficulties. The subject of this study were the students of eighth grade in Bangka. Descriptive qualitative method was used. After the students’ test scores were obtained, then the students’ difficulties were analyzed. After that, the number of difficulties was counted by tabulating and calculating the results. The difficulties faced by the students were difficulty in answering main idea questions (53,67%), vocabulary questions (47,84%), and making inference questions (45,34%). Four factors were found causing the students’ difficulties, those are students’ interest in learning reading because they do not have the desire to read English text and they are not interested in reading. The second factor is students’ difficulties in reading text and translating the English meaning. The third factor is lack of facility in their school since it did not provide enough reading material for them. And the last factor is house environment, the role of a parent at home to give child support is crucial.

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23

Sorrell, Adrian L. "Three Reading Comprehension Strategies." Academic Therapy 25, no. 3 (January 1990): 359–68. http://dx.doi.org/10.1177/105345129002500310.

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24

Saputra, Ari, Lalu Arwan Darmajaya, and Rudi Anggara Riantara. "Students’ Difficulties in Interpreting Message of Listening Comprehension." FONDATIA 5, no. 1 (March 30, 2021): 44–61. http://dx.doi.org/10.36088/fondatia.v5i1.1096.

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This research aimed at finding how does the student’s difficulties in interpreting the message of the listening comprehension, and to know the factors causes of students’ difficulties in interpreting message of listening comprehension for the eleventh-grade students of Madrasah Aliyah Mardhatillah NW Penakak in the school year 2020/2021. The sample of this research was the Eleventh-Grade students of Madrasah Aliyah Mardhatillah NW Penakak. The number of population was 29 students. This research was using qualitative descriptive. The data was gathered by interview, observation and documentation. The result of this research was the Eleventh-Grade students of Madrasah Aliyah Mardhatillah NW Penakak difficult to interpreted message of listening comprehension. It was based on three factors influencing their listening were listening material, listener factor, and physical environment. Therefore, accents, pronunciation, speed of speech, insufficient of vocabulary, different accents of the speaker, lack of concentration were major problems encountered by the Eleventh-Grade students of Madrasah Aliyah Mardhatillah NW Penakak.

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25

Jyoti, Rameshwar. "Exploring English Language Students’ Difficulties in Listening Comprehension." Journal La Edusci 1, no. 3 (October 13, 2020): 1–10. http://dx.doi.org/10.37899/journallaedusci.v1i3.125.

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Listening skill is one of the four major skills of language that most language learners desire to get mastery in order to communicate effectively in different contexts. It is one of the most challenging skills for many students. The main aim of this study, therefore, was to explore English language students’ listening comprehension difficulties. I employed a survey research design as a research method. Randomly selected sixty male and sixty female students studying English at three community schools of Rupandehi district, Nepal took part in this study as research respondents. They all were from secondary level. A closed ended questionnaire with 24 items on students' listening problem was administered to elicit the data from the respondents. The results of questionnaire indicated that content of the listening text (e.g., unfamiliar words, idiom, feeling fatigue while listening to the long text) was the major source of listening difficulties for the students. The second source of difficulty was related to the listener that included lack of concentration with long listening text and existence of noise in the place. The third difficulty included linguistic features such as complex grammatical structures, pronunciation and problems in distinguishing the word boundaries. And the last source of listening problem was concerned with speaker’s speed of speech and different accents. The findings also raise awareness of both teachers and students regarding the listening comprehension problems.

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26

Oakhill, J. "Children's Difficulties in Text Comprehension: Assessing Causal Issues." Journal of Deaf Studies and Deaf Education 5, no. 1 (January 1, 2000): 51–59. http://dx.doi.org/10.1093/deafed/5.1.51.

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27

Currie, Nicola K., Adina R. Lew, Tom M. Palmer, Helen Basu, Christian De Goede, Anand Iyer, and Kate Cain. "Reading comprehension difficulties in children with rolandic epilepsy." Developmental Medicine & Child Neurology 60, no. 3 (December 14, 2017): 275–82. http://dx.doi.org/10.1111/dmcn.13628.

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28

Daines, Bob. "Book Review: Reading comprehension difficulties: processes and intervention." Child Language Teaching and Therapy 16, no. 1 (February 2000): 93–94. http://dx.doi.org/10.1177/026565900001600111.

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29

Mahapatra, Shamita, J. P. Das, Holly Stack-Cutler, and Rauno Parrila. "Remediating Reading Comprehension Difficulties: A Cognitive Processing Approach." Reading Psychology 31, no. 5 (October 6, 2010): 428–53. http://dx.doi.org/10.1080/02702710903054915.

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30

Cain, Kate, and Jane Oakhill. "Profiles of children with specific reading comprehension difficulties." British Journal of Educational Psychology 76, no. 4 (December 2006): 683–96. http://dx.doi.org/10.1348/000709905x67610.

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31

Westby, Carol. "Weak Central Coherence: An Explanation for Comprehension Difficulties." Word of Mouth 29, no. 1 (August 31, 2017): 5–8. http://dx.doi.org/10.1177/1048395017726551b.

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32

Tong, Xiuhong, Catherine McBride, Hua Shu, and Connie Suk-han Ho. "Reading Comprehension Difficulties in Chinese-English Bilingual Children." Dyslexia 24, no. 1 (September 13, 2017): 59–83. http://dx.doi.org/10.1002/dys.1566.

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33

Weekes, Brendan S., Stephen Hamilton, Jane V. Oakhill, and Robyn E. Holliday. "False recollection in children with reading comprehension difficulties." Cognition 106, no. 1 (January 2008): 222–33. http://dx.doi.org/10.1016/j.cognition.2007.01.005.

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34

Oh, Kyong Eun, Daniel Halpern, James Chiang, Marilyn Tremaine, Karen Bemis, and Deborah Silver. "Which properties in 3D visualizations cause comprehension difficulties?" Proceedings of the American Society for Information Science and Technology 48, no. 1 (2011): 1–4. http://dx.doi.org/10.1002/meet.2011.14504801345.

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35

Koriakin, Taylor A., and Alan S. Kaufman. "Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties." Journal of Psychoeducational Assessment 35, no. 1-2 (September 26, 2016): 138–48. http://dx.doi.org/10.1177/0734282916669914.

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Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate “specific” reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading profiles—basic reading difficulties (BRD), reading fluency difficulties (RFD), reading comprehension difficulties (RCD), and typical readers (total n = 821). Results indicated significant differences between the groups on most error factors. Post hoc analyses indicated there were no significant differences between the RFD and RCD groups, but these groups demonstrated different patterns of significant weakness relative to typical readers. The RFD group was weaker in spelling and oral expression whereas the RCD group demonstrated difficulties in writing mechanics and listening comprehension. These findings indicate that comprehension deficits cannot be attributed only to fluency difficulties and that specific reading difficulties may translate to other aspects of achievement.

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36

Wahidah, Farah Sukmawati. "A Case Study of EFL Learners’ Difficulties in Listening Comprehension." Academic Journal Perspective : Education, Language, and Literature 6, no. 1 (May 30, 2018): 19. http://dx.doi.org/10.33603/perspective.v6i1.1050.

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This research tries to analyse the students’ level of difficulty in listening comprehension and the factors causing it. This is a case study research. This research revealed that students had many difficulties in listening comprehension. The difficulties from the biggest percentage were understanding organization, pragmatic understanding, and basic comprehension. Then, there were many factors causing students’ difficulties in listening. The factors were from the speaker, the environment, and the speaker itself. The factors causing the difficulties from the biggest percentage were the environment (noisy), poor recording, unfamiliar topics, accent of the speaker, ungrammatical sentences, long listening, concentration or focus, unknown words, uninteresting topic, and recognizing main points. Keyword: listening difficulties, factors causing listening difficulties.

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37

Vaughn, Sharon, Anna-Mária Fall, Greg Roberts, Jeanne Wanzek, Elizabeth Swanson, and Leticia R. Martinez. "Class Percentage of Students With Reading Difficulties on Content Knowledge and Comprehension." Journal of Learning Disabilities 52, no. 2 (May 21, 2018): 120–34. http://dx.doi.org/10.1177/0022219418775117.

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We examined the efficacy of a content acquisition and reading comprehension intervention implemented in eighth-grade social studies classrooms. Using a within-teacher randomized control design, 18 eighth-grade teachers’ social studies classes were randomly assigned to a treatment or comparison condition. Teachers taught all their classes (treatment and comparison) using the same content; however, in the treatment classes, teachers used instructional practices that included comprehension canopy, essential words, knowledge acquisition, and team-based learning. Students with reading comprehension difficulties in the treatment classes ( n = 359) outperformed students with reading comprehension difficulties in the comparison classes ( n = 331) on measures of content knowledge acquisition and content reading comprehension but not general reading comprehension. In addition, the proportion of students with reading comprehension difficulties in classes moderated outcomes for content knowledge acquisition and content reading comprehension.

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38

Risanda, Sepmi, Elfrida Elfrida, and Kasmaini Kasmaini. "STUDENTS’ DIFFICULTIES IN ANSWERING READING COMPREHENSION QUESTIONS OF REPORT TEXT AT THIRD GRADE OF SMPN 1 BENGKULU SELATAN." Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran 20, no. 2 (July 18, 2022): 46–53. http://dx.doi.org/10.33369/jwacana.v20i2.22381.

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This research aimed to find out the students difficulties in answering reading comprehension questions of report text and the causes of the students difficulties in answering reading comprehension questions of report text. The participants of this research were 63 third grade students at SMPN 1 Bengkulu Selatan. This research used descriptive quantitative as research design. The data were obtained through the reading comprehension test and interview section. The reading comprehension test was adapted from Mandiri textbook published by Tiga Serangkai consisted 25 questions of multiple choice. The reading comprehension test was validated by using the interpretation guidelines according to SPSS. In reliability obtains by using Cronbach’s Alpha formula in SPSS software. The result of this research showed that students faced some difficulties in answering reading comprehension questions of report text and there were some causes of their difficulties in answering reading comprehension questions of report text. The students difficulties in answering reading comprehension questions were locating pronouns, understanding vocabulary and making inference. Making inference became the most difficult aspect with percentage of students who answered questions about making inference incorrectly was 73%. The causes of students difficulties in answering reading comprehension questions of report text were lack of vocabulary, lack of strategies and lack of interest or motivation.

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39

Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review." English Language Teaching 9, no. 6 (May 5, 2016): 123. http://dx.doi.org/10.5539/elt.v9n6p123.

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<p>Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part of many course books and most teachers do not pay attention to this important skill in their classes. In this paper, the researchers reviewed the terms listening, listening comprehension, listening comprehension strategies, and listening difficulties. The review of literature indicated that when teachers are aware of students’ learning difficulties they can help them develop effective listening strategies and finally solve their difficulties in listening and improve their listening comprehension abilities.<strong></strong></p>

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40

Graham, Lorraine, and Anne Bellert. "Reading comprehension difficulties experienced by students with learning disabilities." Australian Journal of Learning Disabilities 10, no. 2 (July 2005): 71–78. http://dx.doi.org/10.1080/19404150509546791.

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41

Woolley, Gary. "The assessment of reading comprehension difficulties for reading intervention†." Australian Journal of Learning Difficulties 13, no. 1 (May 2008): 51–62. http://dx.doi.org/10.1080/19404150802093729.

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42

Zhang, Juan, Catherine McBride-Chang, Anita M. Y. Wong, Twila Tardif, Hua Shu, and Yuping Zhang. "Longitudinal correlates of reading comprehension difficulties in Chinese children." Reading and Writing 27, no. 3 (June 5, 2013): 481–501. http://dx.doi.org/10.1007/s11145-013-9453-4.

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43

Nation, Kate, Paula Clarke, and Margaret J. Snowling. "General cognitive ability in children with reading comprehension difficulties." British Journal of Educational Psychology 72, no. 4 (December 2002): 549–60. http://dx.doi.org/10.1348/00070990260377604.

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44

Lions, Séverin, and Marcela Peña. "Reading Comprehension in Latin America: Difficulties and Possible Interventions." New Directions for Child and Adolescent Development 2016, no. 152 (June 2016): 71–84. http://dx.doi.org/10.1002/cad.20158.

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45

Adlof, Suzanne M. "Understanding Word Reading Difficulties in Children With SLI." Perspectives of the ASHA Special Interest Groups 2, no. 1 (January 2017): 71–77. http://dx.doi.org/10.1044/persp2.sig1.71.

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Children with specific language impairment (SLI) often show considerable reading difficulties. Research has revealed two primary reading profiles among children with SLI: (a) one of poor word reading and decoding skills and associated reading comprehension difficulties, and (b) one involving relatively strong word reading skills but poor comprehension. This article reviews studies characterizing these two subtypes of SLI, discusses their current clinical implications, and suggests important directions for future study.

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46

Vaughn, Sharon, Greg Roberts, Philip Capin, Jeremy Miciak, Eunsoo Cho, and Jack M. Fletcher. "How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties." Exceptional Children 85, no. 2 (October 8, 2018): 180–96. http://dx.doi.org/10.1177/0014402918782618.

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This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade ( n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.

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Puspitorini, Nendriliana Dyah. "IMPROVING EFL LISTENING COMPREHENSION THROUGH AEGISUB." Manajemen Pendidikan 15, no. 2 (December 25, 2020): 52–64. http://dx.doi.org/10.23917/jmp.v15i2.10750.

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Listening is the skill to understand and identify what the speaker says. In listening, students should sensibly in hearing the information. This paper aims to describe the difficulties in listening in creating subtitling and problems faced in creating subtitle use Aegisub. The population of this research was twenty Indonesian EFL learners studying at an Islamic university in Central Java, Indonesia. The method used in this paper was a qualitative method. In addition, the research data were collected by observation, interview and document analysis. This research found three problems in listening and three problems in using Aegisub. The result shows the difficulties in listening when creating subtitle and problems in using Aegisub as they applied Aegisub.Keywords: Listening, Subtitling, Aegisub

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Smith, Suzanne T., Paul Macaruso, Donald Shankweiler, and Stephen Crain. "Syntactic comprehension in young poor readers." Applied Psycholinguistics 10, no. 4 (December 1989): 429–54. http://dx.doi.org/10.1017/s0142716400009012.

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ABSTRACTChildren with specific reading disability fail to understand some complex spoken sentences as well as good readers. This investigation sought to identify the source of poor readers' comprehension difficulties. Second-grade good and poor readers were tested on spoken sentences with restrictive relative clauses in two experiments designed to minimize demands on working memory. The methodological innovations resulted in a high level of performance by both reader groups, demonstrating knowledge of relative clause structure. The poor readers' performance closely paralleled that of the good readers both in pattern of errors and in awareness of the pragmatic aspects of relative clauses. The findings suggest that limitations in processing account for comprehension difficulties displayed by some poor readers in previous investigations.

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Murray, Laura L., and Julie C. Stout. "Discourse Comprehension in Huntington’s and Parkinson’s Diseases." American Journal of Speech-Language Pathology 8, no. 2 (May 1999): 137–48. http://dx.doi.org/10.1044/1058-0360.0802.137.

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This study compared the discourse comprehension abilities of patients with Huntington’s disease (HD) or Parkinson’s disease (PD) to those of age-matched control participants with no brain damage. Results from the Discourse Comprehension Test (Brookshire & Nicholas, 1993) indicated that patients with HD and PD, even those with mild or no dementia, are at risk for discourse comprehension difficulties: Although the patients with HD and PD adequately perceived main information, they had problems processing detailed or implied information. Correlational findings suggested a strong relationship between HD and PD patients’ general cognitive decline and their discourse comprehension difficulties. Suggestions are provided for assessing and treating the discourse comprehension abilities of patients with HD and PD.

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Panjaitan, Kurnia, Enita Sihombing, Clawdya Clintin Pasaribu, and Christina Anita Elizabeth Siregar. "STUDENTS’ DIFFICULTIES IN SPEAKING COMPREHENSION OF VOCATIONAL HIGH SCHOOL STUDENTS." ROMEO : REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY 1, no. 2 (February 5, 2022): 69–74. http://dx.doi.org/10.55047/romeo.v1i2.94.

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This research was made to describe the problems and difficulties of speaking to students at SMK GKPI 2 Pematangsiantar. This research used descriptive qualitative research. Researchers used questionnaire as technique to collect the data for this research. The results of this research indicate that students of SMK GKPI 2 Pematangsiantar have several problems and difficulties in speaking subjects. There are several obstacles and difficulties in practicing speaking, namely 1) the understanding about conversation; (2) lack of vocabulary; (3) pronunciation; (4) less confidence (5) worries about making grammar errors, (6) lack of technology, and (7) lack of motivation. Based on the data, the majority of students showed that vocabulary was the most problem in speaking skills.

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