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Journal of Learning Disabilities
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Can Differences in the Ability to Recognize Words Cease to Have an Effect Under Certain Reading Conditions?

Emilio Sanchez

Educational Psychology in the Department of Developmental and Educational Psychology at the University of Salamanca (Spain), esanchez@ usal.es

José-Ricardo Garcia

Educational Psychology and Reading Disabilities in the Department of Developmental and Educational Psychology at the University of Salamanca (Spain)

Antonio-José Gonzalez

Psychology in the Higher Institute of Applied Psychology at Lisboa (Portugal).

In this study, we aimed to ascertain whether it is possible to create reading contexts that eliminate the impact of word recognition on reading comprehension and permit pupils with reading disabilities (RD) to attain a level of comprehension similar to that of their peers without RD. Specifically, the study compared a traditional reading situation with one of reading with aids (joint reading). In both situations, pupils' comprehension level was assessed by means of a summary and a series of inferential questions, and we controlled the effect on comprehension of word recognition, previous knowledge, rhetorical competence, and working memory. The results showed that the aids provided during reading do not eliminate the effect of word recognition, but they do permit readers with RD to attain a comprehension level similar to that of their peers.

Journal of Learning Disabilities, Vol. 40, No. 4, 290-305 (2007)
DOI: 10.1177/00222194070400040101
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