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      Oral language comprehension of young adults with low-level reading comprehension

      brief-report

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          Abstract

          Significant difficulties in reading comprehension, despite attendance of compulsory schooling, are a worldwide phenomenon. While previous research on adults with low literacy skills focused primarily on their reading ability, less is known about their oral language skills. In this Brief Research Report, we present an investigation of the listening comprehension skills of a selected group of German-speaking young adults, whose reading comprehension is at a primary school level ( n = 32, ages 16 to 19  years). In addition, the relationship between listening comprehension and reading comprehension, beyond word reading skills, was tested. Standardized tests of reading and listening comprehension in the German language were administered. The average performance of the group in the listening comprehension tasks was below the level expected by age and educational level. In addition, when entered into a stepwise regression equation, listening comprehension, but not word reading, explained a significant amount of variance in reading comprehension. This pattern of relationship differs from previous findings in studies of adults struggling to read the opaque English orthography. Whether orthographic transparency explains this discrepancy should be further tested in cross-orthography studies with larger samples of adults with low literacy skills.

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          A definition of dyslexia

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            Decoding, Reading, and Reading Disability

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              The simple view of reading

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                02 August 2023
                2023
                : 14
                : 1176244
                Affiliations
                [1] 1German Institute for Adult Education (DIE) - Leibniz Centre for Lifelong Learning , Bonn, Germany
                [2] 2Department of Educational and Social Science, Faculty of Human Sciences, University of Cologne , Cologne, Germany
                [3] 3Center for Cognitive Science, Department of Cognitive and Developmental Psychology, University of Kaiserslautern-Landau , Kaiserslautern, Germany
                [4] 4Institute of Education, University of Tübingen , Tübingen, Germany
                [5] 5LEAD Graduate School & Research Network, University of Tübingen , Tübingen, Germany
                [6] 6Department of Psychology, University of Tübingen , Tübingen, Germany
                Author notes

                Edited by: Luís Faísca, University of Algarve, Portugal

                Reviewed by: Mirta Vernice, University of Urbino Carlo Bo, Italy; Gerardo Pellegrino, University of Padua, Italy; Francesca De Vita, University of Palermo, Italy

                *Correspondence: Irit Bar-Kochva, bar-kochva@ 123456die-bonn.de
                Article
                10.3389/fpsyg.2023.1176244
                10433201
                80e9ced6-bb63-4402-af6b-f3c77fd3d4d0
                Copyright © 2023 Bar-Kochva, Vágvölgyi, Schrader and Nuerk.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 28 February 2023
                : 26 June 2023
                Page count
                Figures: 0, Tables: 3, Equations: 0, References: 45, Pages: 8, Words: 6280
                Funding
                Funded by: LEAD Graduate School & Research Network
                Award ID: GSC1028
                Categories
                Psychology
                Brief Research Report
                Custom metadata
                Educational Psychology

                Clinical Psychology & Psychiatry
                reading,low literacy skills,listening comprehension,oral language,adult skills,transparent orthography

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