Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

Health Literacy

Health Literacy

Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...

Theory of Attribution II: Kelley's Covariation Theory

Theory of Attribution II: Kelley's Covariation Theory

Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...

Barriers to Effective Communication II

Barriers to Effective Communication II

The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...

Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

The association between reading anxiety and reading achievement: A meta-analysis and systematic review.

Psychological bulletin·2026

Same author

Comparing Children With and Without Learning Disabilities on Their Home Literacy Environment and Its Association With Pre-Reading Skills.

Journal of learning disabilities·2025

Same author

The Home Literacy Environment and Reading Development of Children With and Without Learning Disabilities.

Developmental science·2025

Same author

Revisiting the definition of dyslexia.

Annals of dyslexia·2024

Same author

Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading.

Reading research quarterly·2023

Same author

A Bayesian Probabilistic Framework for Identification of Individuals with Dyslexia.

Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading·2023

Search research articles

Related Experiment Video

Updated: Mar 3, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

The Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding: A

Mercedes Spencer¹, Richard K Wagner¹

¹Florida State University and the Florida Center for Reading Research.

Journal of Research in Reading

|May 3, 2017

Summary

Children learning a second language with reading difficulties show oral language deficits, but these are not severe enough to fully explain their poor reading comprehension. This highlights a complex interplay between language skills and reading acquisition.

Keywords:

language minority meta-analysis oral language reading comprehension specific reading comprehension deficits

More Related Videos

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Related Experiment Videos

Last Updated: Mar 3, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Area of Science:

Psycholinguistics
Developmental Psychology
Educational Psychology

Background:

Many second-language learners struggle with reading comprehension despite adequate decoding skills.
Understanding the underlying linguistic factors is crucial for effective intervention.

Purpose of the Study:

To analyze the oral language and reading comprehension abilities of second-language learners with decoding proficiency but comprehension deficits.
To compare these abilities with native speakers and identify specific areas of difficulty.

Main Methods:

A meta-analysis was performed on 16 existing studies.
Data on oral language skills and reading comprehension deficits were synthesized.

Main Results:

Second-language learners exhibited significant oral language deficits (d = -0.80) compared to their reading comprehension deficits (d = -2.47).
These learners also showed weaker oral language skills than native speakers (d = -0.84), irrespective of their reading comprehension status.

Conclusions:

Oral language deficits contribute to reading comprehension problems in second-language learners, but do not solely account for the severity of the deficit.
Interventions should consider both oral language development and specific reading comprehension strategies for these students.