| Abstract: | Verbal coding efficiency and listening comprehension ability were assessed in 100 skilled and less skilled readers in 2nd, 3rd, and 5th grades. Younger and less skilled readers differed from older skilled readers on both factors. However, as verbal coding speed increased, comprehension skill became the more important predictor of reading skill. Results are interpreted within a limited processing capacity model of reading. Verbal coding processes, which are slow, reduce the amount of attention available for other reading processes, thereby producing deficits in comprehension of what is read. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
