Uneingeschränkter Zugang

Text comprehension in Czech fourth-grade children with dyslexia


Zitieren

Ardoin, S. P., Eckert, T. L., Christ, T. J., White, M. J., Morena, L. S., January, S. A., & Hine, J. F. (2013). Examining variance in reading comprehension among developing readers: Words in context (curriculum-based measurement in reading) versus words out of context (word lists). School Psychology Review, 42(3), 243-261.10.1080/02796015.2013.12087472Search in Google Scholar

Bishop, D. M., McDonald, D., Bird, S., & Hayiou-Thomas, M. E. (2009). Children who read words accurately despite language impairment: Who are they and how do they do it? Child Development, 80(2), 593-605. doi:10.1111/j.1467- 8624.2009.01281.xSearch in Google Scholar

Bishop D, Snowling M.J. (2004). "Developmental dyslexia and specific language impairment: same or different?". Psychol Bull. 130 (6): 858-86.doi:10.1037/0033-2909.130.6.858. PMID 15535741.Search in Google Scholar

Catts, H., Adlof, S., & Ellis Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.10.1044/1092-4388(2006/023)Search in Google Scholar

Catts, H. W., Hogan, T. P., & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal Of Learning Disabilities, 36(2), 151-164. doi:10.1177/002221940303600208Search in Google Scholar

Cutting, L. E., & Scarborough, H. S. (2006). Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured. Scientific Studies Of Reading, 10(3), 277-299. DOI:10.1207/s1532799xssr1003_510.1207/s1532799xssr1003_5Search in Google Scholar

Fletcher, J., & Pumfrey, P. D. (1988). Differences in text comprehension amongst 7- 8-year-old children. School Psychology International, 9(2), 133-145. doi: 10.1177/0143034388092008Search in Google Scholar

Frith, U., Snowling, M.(1983) Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, (1), s. 329- 342.10.1111/j.2044-835X.1983.tb00906.xSearch in Google Scholar

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.10.1177/074193258600700104Search in Google Scholar

Heveroch, A. (1904) O jednostranné neschopnosti naučiti se čisti při znamenité paměti. Česká škola, 1904/1905.Search in Google Scholar

Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary Journal, (2), 127-160.10.1007/BF00401799Search in Google Scholar

Huemer, S. V., & Mann, V. (2010). A comprehensive profile of decoding and comprehension in autism spectrum disorders.Journal Of Autism And Developmental Disorders, 40(4), 485-493. doi:10.1007/sl0803-009-0892-3Search in Google Scholar

Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Děno, S. L. (2003). Sources of Individual Differences in Reading Comprehension and Reading Fluency. Journal Of Educational Psychology, 95(4), 719-729. doi: 10.1037/0022-0663.95.4.719Search in Google Scholar

Krejčířová,D., Boschek,P., & Dan,J. (2002) WISC-Ill/Wechslerova inteligenční škála pro děti. Praha: Testcentrum. ISBN 80-86471-19-5Search in Google Scholar

Kuchařská, A. (2004) Prevence, intervence a terapie specifických poruch učení. In Hadj Moussová, Z. et al. Pedagogick- psychologické poradenství lil Praha: Univerzita Karlova v Praze - Pedagogická fakulta. ISBN 80-7290-146-X.Search in Google Scholar

Kuchařská, A., Seidlová Málková, G., & Špačková, K. Porozumění čtenému - vývojová dynamika a jeho předpoklady In Kuchařská et al. Porozumění čtenému III. Typický vývoj porozumění čtenému - metodologie, výsledky a interpretace výzkumu. Praha: Univerzita Karlova v Praze - Pedagogická fakult. ISBN 978-80- 7290-862-2.Search in Google Scholar

Kuchařská, A. & Špačková, K. (2016/ Measures of comprehension for Czech first- to fourth-grade pupils. Manuscript under review process.10.17118/11143/10233Search in Google Scholar

Jucovičková, D., Žáčková, H., & Sovová, H. (2007). Specifické poruchy učení na 2. stupni základních škol (použitelné i pro střední školství). Praha: D+H.Search in Google Scholar

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals Of Dyslexia, 531-14. doi:10.1007/sll881-003-0001-9Search in Google Scholar

Matějček, Z. (1995). Dyslexie Specifické poruchy učení. 2nd edition. Praha: H&H.Search in Google Scholar

Mertin, V., Kuchařská, A., et al. (2007). Integrace žáků se specifickými poruchami učení - od stanovení diagnostických kritérií k poskytování péče všem potřebným žákům. Praha: IPPP ČR.Search in Google Scholar

Nation, K., & Snowling, M. J. (1998). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69(4), 996-1011. doi:10.2307/1132359Search in Google Scholar

Nation, K. (2005). Connections between Language and Reading in Children With Poor Reading Comprehension. In H. G. Catts & A. K. Kamhi (Eds.) The Connections Between Language and Reading Disabilities (41-53). New York: Lawrence Erlbaum Associates. ISBN 0-8058-5002-3.Search in Google Scholar

Nicholson, T. (1991). Do children read words better in context or in lists? A classic study revisited. Journal Of Educational Psychology, 83(4), 444-450. doi: 10.1037/0022-0663.83.4.444Search in Google Scholar

Palečková, J., Tomášek, V., & Basi, J. (2010). Umíme ještě číst? Hlavní zjištění výzkumu PISA. Praha: ÚIV.Search in Google Scholar

Prior, S. M., Fenwick, K. D., Saunders, K. S., Ouellette, R., O’Quinn, C., & Harvey, S. (2011). Comprehension after oral and silent reading: Does grade level matter? Literacy Research And Instruction, 50(3), 183-194. DOI: 10.1080/19388071.2010.49720210.1080/19388071.2010.497202Search in Google Scholar

Scarborough, H. S. (2005). Developmental Relationship Between Language and Reading: Reconciling a Beautiful Hypothesis With Some Ugly Facts. In H. G. Catts & A. K. Kamhi (Eds.) The Connections Between Language and Reading Disabilities (3-24). New York: Lawrence Erlbaum Associates. ISBN 0-8058-5002-3Search in Google Scholar

Snowling, M. J., & Hulme, C. (2012). Interventions for children's language and literacy difficulties. International journal Of Language & Communication Disorders, 47(1), 27-34. doi:10.1111/j.l460-6984.2011.00081Search in Google Scholar

Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model, journal Of Learning Disabilities, 21(10), 590-604. doi: 10.1177/002221948802101003Search in Google Scholar

Stanovich, K. E. (2005). The Future of a Mistake: Will Discrepancy Measurement Continue to Make the Learning Disabilities Field a Pseudoscience? Learning Disability Quarterly, May 2005, 28:103-106, doi: 10.2307/1593604Search in Google Scholar

Starý, K. et al. (2013). Úlohy pro rozvoj čtenářské gramotnosti. Utváření kompetencí žáků na základě zjištění PISA 2009. Praha: Česká školní inspekce. ISBN 978-80-905370-2-6.Search in Google Scholar

Torppa, M., Tolvanen, A., Poikkeus, A., Eklund, K., Lerkkanen, M., Leskinen, E., & Lyytinen, H. (2007). Reading development subtypes and their early characteristics. Annals Of Dyslexia, 57(1), 3-52. D01:10.1007/sll881-007-0003-010.1007/s11881-007-0003-0Search in Google Scholar

Vágnerová, M. (2005] Školní poradenská psychologie pro pedagogy. 1. vyd. Praha : Karolinum. ISBN 80-246-1074-4Search in Google Scholar

Zelinková, O. (2009). Poruchy učení. 11. vyd. Praha: Portál.Search in Google Scholar